National Quality Standard for Early Childhood Education ...



Service details Service name Service approval number St Anthony’s Catholic Primary School – Out of School Hours Care Type 1SE-0006108Primary contact at serviceMrs. Helen Hardman – PrincipalPhysical location of service Physical location contact details Street: 172 Neerim Rd (Cnr Grange & Neerim Roads)Suburb: GlenhuntlyState/territory: VictoriaPostcode: VIC 3163Telephone: (03) 9563 6780Before & After School Care Phone: 9563 6781Fax: (03) 9563 5282Email: principal@santglen.catholic.edu.au Approved Provider Nominated Supervisor Primary contact: Mrs Helen HardmanTelephone: (03) 9563 67 80Mobile: 04 1613 6654Fax: Email: hhardman@santglen.catholic.edu.auName: Carlos FrancoMobile: 04 2056 1062Fax: Email: oshc@santglen.catholic.edu.au Postal address (if different to physical location of service)Street: same as aboveSuburb: State/territory: Postcode: Operating hours From Monday to FridayBefore CareOpening time7:30 amClosing time8:45 amAfter CareOpening time3:30 pmClosing time6:00 pmAdditional information about your service- School term dates:Term commencement datesEnd of term datesTerm 1: Wednesday 1 February Students return on Thursday 2 FebruaryFriday 30 March – (OSHC starts at 1.30pm)Term 2: Monday 16 April Friday 29 June – (OSHC starts at 1.30pm)Parent Teacher Interviews:*Monday June 18 - 1.30pmTerm 3: Monday 16 JulyFriday 21 September – (OSHC starts at 1.30pm)Term 4: Monday 8 OctoberThursday 20 December – (OSHC starts at 3.30pm)- School operating hours: Children and families start arriving in the morning from 8.40am when the teacher commences yard duty. Children can access the classrooms by 8.40am. All children should be seated in their classrooms no later than 8.50am in order to start formal lessons promptly at 9.00am. School finishes each day at 3:30 pm and there is limited supervision in the playground until 3.45pm, when all children should be picked up by their parents.- School assemblies: every Monday afternoon at 2.55pm.- School holiday dates- Pupil-free days:Tuesday 1 May Wednesday 23 May Tuesday 17 October Monday 5 November - Off street parking available. The Outside School hours care program at St Anthony’s Primary School provides recreation, play and leisure-based activities for children aged 5 to 12 years in before and after school hours. The service responds to the introduced legislative and accreditation requirements, school aged students needs and interests, and the requirements by parents for acre for their school aged children.During its short time of operations, enrolments have grown rapidly due to increasing family participation in the setting and organization of the service.The OSHC service is located on the library site with full availability of audio visual resources and infrastructurePerson(s) responsible for submitting this Quality Improvement Plan School Principal : Mrs. Hellen HardmanNominated Educator: Mr. Carlos FrancoAssistant Educators: Ms.Karen Nava; Mrs. Pooja ThingOSHC CommitteePurpose:The purpose of the Quality Improvement Plan is to ensure that the Out of School Hours Care at St Anthony’s Catholic Primary School demonstrates a consistent endeavour to deliver optimal care in an environment of minimal risk. The Quality Improvement Plan allows for a systematic, coordinated, and continuous approach to improving performance by focusing on the processes and mechanisms that address these values.Service statement of philosophyAt St Anthony’s OSHC, we follow the "My time our place" (MTOP) framework which builds on?the Early Years Learning Framework EYLF and extends the principles, practices and outcomes to accommodate?the contexts and age range of children attending the program. St Anthony's - OSHC builds on the current existing understandings around the critical factors for the development and promotion of resilience in children:? Develop children’s’ capacity and access to play ? Provide opportunities for safe social activity and play with peers while offering a balance of more organised activities ? Offer access for children to social contacts outside the immediate family ? Promote the development of positive firming relationships with adults outside the family structure that focus on strength and reward autonomy ? Create opportunities for children to develop and improve their communication skills ? Offer a context for clear behavioural strategies to be implemented and developed ? Create opportunities for the children to receive unconditional praise and affirmation for effort. Out of School Hours Services have an important role to play in Children’s lives and therefore in children’s developmentPlaying is a means of self-worth, a space of harmony, liberation and fulfilment of being, a possibility of becoming what you want to be, where creativity and spontaneity are above all. As well as providing care, St Anthony's OSHC gives your child opportunities to develop social, emotional and learning skills. The programme can be summarised in three essential characteristics:? It is not a formal and traditional program but a children's group?with a club nature. ? It?takes place in a world where everyday something different happens based on choices children make. ? All invented or to be invented games are exclusively done in order to the attendees/club members to recognize the important nature of playing.Together with "the playing for life" philosophy, we at St Anthony’s Catholic PS ensure that all children have opportunities to engage in leisure and play-based learning experiences which are responsive to their needs, interests and choices. We are pleased to be able to deliver a program in accordance with the new National Quality Areas which contributes to the following outcomes for each child:? to have a strong sense of identity? to be connected with and contribute to their world? to have a strong sense of wellbeing? to be a confident and involved learner, and? to be an effective communicator.Quality Area 1: Educational program and practice The educational program and practice at St Anthony’s OSHC is stimulating and engaging and enhances children’s learning and development. In order to nurture the development of life skills and complements children’s experiences, opportunities and relationships at school, at home and in the community, the program must:? Be innovative, flexible and responsive; ? Include children’s’ opinions and levels of participation; ? Reflect the individual needs, interests and choices of children within the service, school and communities; ? Extend children’s experiences through the provision of new and diverse activities and opportunities; ? Provide opportunities for children to engage in safe risk taking and experience challenge; ? Utilise information technology effectively; ? Provide a language to support effective dialogue; ? Build relationships within the community and with school leaders; ? Support existing systemic structures such as QA and Regulation; ? Enhance outcomes for school age children in care services through the building of resilience. Quality Area 1: Standards and elementsStandard 1.1An approved learning framework informs the development of a curriculum that enhances each child’s learning and development.Element 1.1.1Curriculum 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 1.1.2Each child’s current knowledge, ideas, culture, abilities and interests are the foundation of the program.Element 1.1.3The program, including routines, is organised in ways that maximise opportunities for each child’s learning. Element 1.1.4The documentation about each child’s program and progress is available to families. Element 1.1.5Every child is supported to participate in the program.Element 1.1.6Each child’s agency is promoted, enabling them to make choices and decisions and influence events and their world.Standard 1.2Educators and co-ordinators are focused, active and reflective in designing and delivering the program for each child.Element 1.2.1Each child’s learning and development is assessed as part of an ongoing cycle of planning, documenting and evaluation. Element 1.2.2Educators respond to children’s ideas and play and use intentional teaching to scaffold and extend each child’s learning.Element 1.2.3Critical reflection on children’s learning and development, both as individuals and in groups, is regularly used to implement the program.Quality Area 1: Related sections of the National Law and National RegulationsStandard/elementNational Law (section) and National Regulations (regulation)1.1section 168Offence relating to required programs1.1section 323Approved learning framework1.1regulation 73Educational programs1.1regulation 75Information about the educational program to be kept available1.1regulation 76Information about educational program to be given to parents1.2regulation 74Documenting of child assessments or evaluations for delivery of educational programQuality Improvement Plan for QA1Summary of strengths for QA1StrengthsOPERATIONAL ROUTINESThe morning care aims to get children ready for the school day by delivering relaxation, brainstorming, games and other activities. There will be a variety of suggested activities for children to complete according to their study levels. It can include reading, writing and collaborative learning. To prove completion, at the end of the morning children will hand in a summary, report or when relevant the answers of a questionnaire in a neat and well looked after piece of paper. After completion of the suggested activities, there will be a gathering by 8:15am leading to reflect on the completed activities, talk and make a decision on the individual and/or group games children can play.In the after-care we have a wide range of activities organised in modules-like sessions including workshops (such as cooking sessions, painting, music, drama, etc.), Maneuvrities (drawing, painting, craft making and all activities which involves fine motor skills), monitored activities M-activities (like indoor and outdoor physical activities, science projects, visual and performing Arts projects, made up games, collaborative learning, competitions, etc.), Working bees (collaborative learning, science and Arts projects, learning support) with a gathering together for group reflection during the Themytime, Bouncing games (games which required the use of soccer, tennis, football, volleyball, basketball, etc.) and Monkey time (fitness based activities, sports, individual learning and everything which involves fun at the level monkeys would enjoy). Children can suggest activities they learn either at school, home or community to be carried out indoors and outdoors. There is a snack time usually when we return from outside.The "My time our place" (MTOP) framework is embedded in each activity of the program. We have two sections in the before care and 3 sections in the after-care which includes a range of fitness, music, dance, craft making, drawing, painting, games, competitions, sport-focused activities, cooking, drama, singing, games and competitions.Every activity has an educational purpose aiming at the achievement of a combination of two or more outcomes within the framework.Actions and instructions are suggested based on the developmental needs and interest of the children.Educators plan activities, suggest and encourage children to participate.All activities are set up with flexibility as to ensure children’s engagement and participation.Ownership is promoted by dialogue and effective communication between the children and educators to make changes in the flow of the activities when necessary.Children are encouraged to try, explore and discover new experiences in a safe way.Children are guided to set up rules and clear instructions for the group activities to be delivered indoors and outdoors.There is a transition time for critical reflection on individual and group behaviour and involvement. Every child has an opportunity to express their achievements and think about actions to improve poor choices made.Based on the comments given by children, some activities are incorporated in the program to be done on regular basis either on a specific day or as a teaching-learning resource for another activity. We count with an online device which allows us to follow the sequence of the before and after care activities, save children’s work samples and keep an anecdotal evaluation of the activities developed as evidence of children’s learning.At the end of the care time, there is a professional reflection between educators for self-assessment, peer assessment, planning evaluation and considerations of ways to reinforce the effectiveness and/or to improve activities within the program.Key improvements sought for QA1Standard/element 1.1.1Curriculum 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.Identified issueWe are still limited to interaction within the school and more community involvement and interaction should be encouraged.More access for educators to professional development will increase expertise and skills to bring more variety of activities into the program and establish a network for the promotion and access to community events.Standard/elementWhat outcome or goal do we seek?Priority (L/M/H)How will we get this outcome? (Steps)Success measureBy when?Progress notes1.1.1More community involvement and interactionMBudget establishment for seminars and community focused workshops and activities.Attendance to seminars and network meetings by anising excursions, visits to museums and participation in community events.Children knowledge of their community beyond the school and local area.Term 4 2012The coordinator has already attended a couple of network seminars and will seek for more advice in community involvement for the program.Improvement PlanQuality Area 2: Children’s health and safetyThis quality area of the National Quality Standard focuses on safeguarding and promoting children’s health and safety.Quality Area 2: Standards and elementsStandard 2.1Each child’s health is promoted.Element 2.1.1Each child’s health needs are supported.Element 2.1.2Each child’s comfort is provided for and there are appropriate opportunities to meet each child’s need for sleep, rest and relaxation.Element 2.1.3Effective hygiene practices are promoted and implemented.Element 2.1.4Steps are taken to control the spread of infectious diseases and to manage injuries and illness, in accordance with recognised guidelines.Standard 2.2Healthy eating and physical activity are embedded in the program for children.Element 2.2.1Healthy eating is promoted and food and drinks provided by the service are nutritious and appropriate for each child.Element 2.2.2Physical activity is promoted through planned and spontaneous experiences and is appropriate for each child.Standard 2.3Each child is protected.Element 2.3.1Children are adequately supervised at all times.Element 2.3.2Every reasonable precaution is taken to protect children from harm and any hazard likely to cause injury.Element 2.3.3Plans to effectively manage incidents and emergencies are developed in consultation with relevant authorities, practised and implemented.Element 2.3.4Educators, co-ordinators and staff members are aware of their roles and responsibilities to respond to every child at risk of abuse or neglect.Quality Area 2: Related sections of the National Law and National RegulationsStandard/elementNational Law (section) and National Regulations (regulation)2.1.2, 2.3.1, 2.3.2section 165Offence to inadequately supervise children 2.3.2section 167Offence relating to protection of children from harm and hazards2.1.3, 2.1.4, 2.2.1regulation 77Health, hygiene and safe food practices2.2.1regulation 78Food and beverages2.2.1regulation 79Service providing food and beverages2.2.1regulation 80Weekly menu2.1.2regulation 81Sleep and rest2.3.2regulation 82Tobacco, drug and alcohol free environment2.3.2regulation 83Staff members and family day care educators not to be affected by alcohol or drugs2.3.4regulation 84Awareness of child protection law2.1.4, 2.3.3, 2.3.4regulation 85Incident, injury, trauma and illness policies and procedures2.1.4, 2.3.3, 2.3.4regulation 86Notification to parents of incident, injury, trauma and illness2.1.4, 2.3.3, 2.3.4regulation 87Incident, injury, trauma and illness record2.1.4regulation 88Infectious diseases2.1.4regulation 89First aid kits Standard/elementNational Law (section) and National Regulations (regulation)2.1.1, 2.1.4, 2.3.2regulation 90Medical conditions policy2.1.1, 2.1.4, 2.3.2regulation 91Medical conditions policy to be provided to parents2.1.1, 2.1.4regulation 92Medication record2.1.1, 2.1.4regulation 93Administration of medication2.1.1, 2.1.4regulation 94Exception to authorisation requirement—anaphylaxis or asthma emergency2.1.1, 2.1.4regulation 95Procedure for administration of medication2.1.1, 2.1.4regulation 96Self-administration of medication2.3.3regulation 97Emergency and evacuation procedures2.3.3regulation 98Telephone or other communication equipment2.3.2regulation 99Children leaving the education and care premises2.3.1, 2.3.2regulation 100Risk assessment must be conducted before excursion2.3.1, 2.3.2regulation 101Conduct of risk assessment for excursion2.3.1, 2.3.2regulation 102Authorisation for excursionsRelated requirements 2.3.3regulation 160Child enrolment records to be kept by approved provider and family day care educator2.1.1, 2.3.2, 2.3.3regulation 161Authorisations to be kept in enrolment record2.1.1, 2.1.4, 2.3.2, 2.3.3regulation 162Health information to be kept in enrolment record2.1.1, 2.1.3, 2.1.4, 2.2.1, 2.3 regulation 168Education and care service must have policies and procedures2.1.3, 2.2.1, 2.3regulation 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 aid2.1.4, 2.3.3regulation 168(2)(b) Policies and procedures are required in relation to incident, injury, trauma and illness procedures complying with regulation 852.1.4regulation 168(2)(c)Policies and procedures are required in relation to dealing with infectious diseases, including procedures complying with regulation 882.1.1, 2.3.3regulation 168(2)(d) Policies and procedures are required in relation to dealing with medical conditions in children, including the matters set out in regulation 902.3.3regulation 168(2)(e)Policies and procedures are required in relation to emergency and evacuation, including the matters set out in regulation 972.3.2regulation 168(2)(g)Policies and procedures are required in relation to excursions, including procedures complying with regulations 100 -1022.3regulation 168(2)(h) Policies and procedures are required in relation to providing a child-safe environment2.1.1, 2.1.4, 2.3.3, 2.3.4 regulation 177Prescribed 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 922.1.1, 2.1.4, 2.3.3, 2.3.4regulation 178Prescribed 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 92Quality Improvement Plan for Q2Summary of strengths for QA2StrengthsWe acknowledge and follow the ideas that play and leisure provides opportunities for children to: Explore, Create, Day dream, Socialise, Gain new interests, Problem solve, Try out different types of behaviour, Develop self-confidence, Increase physical ability, Learn a new skill, Expel energy, Express thoughts and feelings, and above all to have fun! The flexibility of the program aims at creating environments for children that provide for their enjoyment, interests and needs. Following our philosophy and children interests and individual needs, our operational routines also highlights the ways in which staff provides play and leisure opportunities for children that are developmentally appropriate and enjoyable. At all times children under our care are encouraged to be safe, perform safe actions and make good choices to ensure their own and other children’s wellbeing in a responsible way.We base our dietary suggestions on advice given by the Heart Foundation who sent us valuable information on nutrition and dietary requirements for children included in a handbook with recipes and ideas to use with the children and their powerfully visual posters.After our outdoor activities and every time we set up the table, children are advised to wash their hands using soap. When required the use of sanitizer is requested as well.Food handling and preparations procedures are not only followed by staff but also extended to children when cooking activities are delivered.Hand washing facilities are provided separate from eating areas and staff and children wash their hands regularly. Items such as towels, tea towels and dress-ups are regularly replaced. Cleaning items for toilet areas, food area and play areas are clearly identified for use in these respective areas specifically.Staff models a healthy lifestyle and encourages healthy, hygienic behaviours. The service enlists and provides nutritious foods for snacks, meals and cooking activities and adequate intake of fluids is encouraged. The program includes multicultural experiences. Food allergies and sensitivities as well as other individual food intake needs should be accommodated. The Out of School Hours Care service has procedures and materials for the effective administration of routine and emergency first aid.??An approved first aid kit is appropriately stored for mishaps. There is a staff member with a current recognised Level 2 First Aid certificate on site at all times. Parental permission to seek emergency treatment for each child is documented and parents’ contact numbers in the case of an emergency are readily available and in particular cases an epipen is in hand at the OSHC as well as the main reception area.Through dramatization, talks, examples and modelling, children are given information by staff member who are always actively guiding and facilitating play and leisure for the enjoyment of all children at the centre. Following the idea that it is only play and leisure when: It is freely chosen; it is pleasurable and when It meets the children’s interests, during our Mactivities (monitored activities), children are encouraged to make up games.Always conveying respect when departing from the play, we encourage children to take responsibility for their own needs and actions.We have a ratio of 1 Educator per maximum 7 children which guarantees a safe and personalised delivery of activities and anecdotal record of outcomes when required. The Out of School Hours Care service ensures adequate supervision at all times during indoors and outdoors activities. Accident prevention measures have been identified and are implemented as appropriate.The service has policies and procedures relating to infection control including dealing with children who are sick. When choosing play types and selecting play resources we ensure these relate to the children’s interests, reflect the diversity of children and families in terms of their cultural background, gender and individual abilities. Similarly, we seek for and select play equipment that is appropriate to the children’s stage of development, so that play time is safe and makes use of children’s exiting skills and supports the development of new skills.A varied set of organisational strategies such sequence and control games are applied in organising the OSHC activities so that they promote positive behaviour between the children to guarantee an effective management of risk and avoid undesirable incidents to happened. When necessary activity risk assessment and management is carried out by Educators and variations to their delivery are done to comply with the duty of care.Whilst organising and delivering activities, children are consistently encouraged to show respect for private space and friendly manners to direct and address others.Key improvements sought for QA2Standard/element Element 2.1.1Element 2.3.2Each child’s health needs are supported.Every reasonable precaution is taken to protect children from harm and any hazard likely to cause injury.Identified issueEven though they are explained and advised what is safe and which actions aren’t, sometimes a few children attempt to do it. When prevented from doing unsafe activities a few of them get extremely upset and scream Educators are mean.Some children seem to regard Educator like babysitter and at a lower level than any other school staff.Improvement PlanStandard/elementWhat outcome or goal do we seek?Priority (L/M/H)How will we get this outcome? (Steps)Success measureBy when?Progress notesElement 2.1.1Element 2.3.2The development of listening skills and self-awarenessEvery reasonable precaution is taken to protect children from harm and any hazard likely to cause injury.HEducators commit to continuously acting fair and sensibly when following their duty of care. Parents understanding what Educators’ duty of care involves and passing the message to their children. Parents promoting respect towards the role of Educators.Parents pointing out to their children that their Educators are professionals who they trust based on their qualifications and experiences.Parents helping children understand that if they are leaving them under Educators care they should obey and respect the rules Educators establish in a fair way. Parents reading policies, digesting them and passing the message to their children.Educators acting fairly and reasonably as to prevent and protect children from harm and hazard likely to cause injury.Children respecting and following safety rules and advised when given by Educators.Parents getting ready assessment and answers, to ask their children for scenarios and circumstances children would like to be put under as to provide immediate adviseImmediately!Parents acknowledging the responsibility they are passing to Educators and acknowledging Educators’ role in front of the children.Children becoming more patient and respect the advice given by Educators.Children respect towards safety rules given by Educators based on the duty of care their parents acknowledge they pass onto Educators.Quality Area 3: Physical environmentAt St Anthony’s PS, the OSHC space is used for alternative activities during the school day such reading and Arts lessons. Teachers and OSHC educators emphasise that shared use of space should not equate to the assumption that all OSHC equipment and consumables are for open use too. There are rules in the OSHC area reinforced by printed notices that all stakeholders should follow in order to ensure that the physical environment is safe, suitable and provides a rich and diverse range of experiences that promote children’s learning and development.Quality Area 3: Standards and elementsStandard 3.1The design and location of the premises is appropriate for the operation of a service.Element 3.1.1Outdoor and indoor spaces, buildings, furniture, equipment, facilities and resources are suitable for their purpose.Element 3.1.2Premises, furniture and equipment are safe, clean and well maintained.Element 3.1.3Facilities 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 3.2The environment is inclusive, promotes competence, independent exploration and learning through play.Element 3.2.1Outdoor and indoor spaces are designed and organised to engage every child in quality experiences in both built and natural environments.Element 3.2.2Resources, 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 3.3The service takes an active role in caring for its environment and contributes to a sustainable future.Element 3.3.1Sustainable practices are embedded in service operations.Element 3.3.2Children are supported to become environmentally responsible and show respect for the environment.Quality Area 3: Related sections of the National Law and National RegulationsStandard/elementNational Law (section) and National Regulations (regulation)3.1.2regulation 103 Premises, furniture and equipment to be safe, clean and in good repair 3.1.1regulation 104 Fencing and security 3.2.2regulation 105 Furniture, materials and equipment3.1.1regulation 106 Laundry and hygiene facilities 3.1.1regulation 107 Space requirements—indoor 3.1.1regulation 108 Space requirements—outdoor space3.1.1regulation 109 Toilet and hygiene facilities 3.1.1regulation 110 Ventilation and natural light 3.1.1regulation 111 Administrative space3.1.1regulation 112 Nappy change facilities 3.2.1regulation 113 Outdoor space—natural environment3.1.1regulation 114 Outdoor space—shade3.1.3regulation 115 Premises designed to facilitate supervision3.1.2regulation 116 Assessments of family day care residences and approved family day care venues3.1.1regulation 117 Glass (additional requirement for family day careRelated requirements 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 3Summary of strengths for QA3StrengthsThe Out of School Hours Care service at St Anthony’s PS provides a safe and secure physical environment which shows a visitor that it is a place that specifically caters for 5 – 12 year olds.The physical environment promotes enjoyment and wonder for children. It lets imaginations develop and flourish and encourages other stimulating interactions. Staff responses are appropriate and supportive so the service’s environment is welcoming and adapts to become the children’s space, a space where children can choose to move between activities.The Out of School Hours Care service ensures adequate supervision at all times during indoors and outdoors activities. Accident prevention measures have been identified and are implemented as appropriate.The venue designated for use by Out of School Hours Care is permanently available. A comfortable temperature range should be maintained during winter and summer. The venue offers a range of spaces suitable for a range of formal and informal, active and passive activities such as art and craft (clean and messy), dance, music, and cooking - for large and small groups. There is adequate storage space for the program’s materials and for children’s belongings.Displays show evidence of the children’s ‘ownership’ of the program and reflect the diversity of the group. An adequate and appropriate range of materials and equipment is available to meet the individual and group needs of the children. The environment allows and encourages children to pursue their own social groupings. The environment extends to the wider community through outings that are planned, safe, approved by parents in advance, supervised, age appropriate, exciting, fun and based on children’s interests.All equipment and materials are maintained and regularly inspected by staff with regard to safety. The program encourages an understanding of safe behaviour?in areas near roads and water and has clearly defined and secure boundaries. Passageways and play areas are free from clutter, allowing ready movement and the children are encouraged to participate in maintaining this safe, secure environment. Up-to-date sun safe policies are in practice.Toxic materials are stored out of children’s reach. The service has fire prevention measures, including evacuation plans, adequate fire safety equipment and regularly practices fire drills. There is ready access to a working telephone and the service has clear safety procedures relating to the arrival and departure of children, including provision of safe parking arrangements.The Out of School Hours Care service provides an environment that is healthy and hygienic. Indoor and outdoor areas are cleaned regularly and thoroughly with particular attention to snack preparation and storage areas, meal areas and toilets.The Out of School Hours Care service provides an adequate, comfortable space indoors and out which caters for the individual needs of every child.Facilities ensure that the needs of staff are dealt with and in relation to first aid the process of managing this must focus on the dignity and rights of children. The main area is an open area with access to up to 4 separate withdrawal facilities with quiet flooring that can be easily cleaned. The withdrawal areas have the capacity to be closed with clear /transparent concertina doors or can be open – these areas would be carpeted. These rooms could have varied functions and each may have different functions on different days. The capacity to maximise ease of supervision should be addressed whilst maintaining some level of privacy for children. Withdrawal area 1–is to be used for TV, DVD and electronic games. Withdrawal area 2- to be used for home work and for board games and similar quiet activities with abundant table space and a small office with a couple of computers to support readiness of worksheet, homework and also some basic reference material – e.g. books, guides, manual, etc. Withdrawal area 3 – for dramatic play and dance may be where dress ups and home corner type stuff can be set up. Other options for these areas may also be considered for storage, pin boards, audio-visual equipment and a whiteboard.Area 4 is the Kitchen area that addresses a separate function for adults preparing food for children is open and easy to manage bench tops. Properly set up as planned, area two can be used for cooking and food preparation undertaken by children as an activity. In the kitchen we haver double sink, domestic oven with cook top, fridge /freezer, microwave, pantry, cupboards for chemicals, adequate storage especially for the range of small appliances. 5. Office space with computer access for at least 2 employees. There is access to school toilets facilities for children and a staff toilet accessible through the staff room and/or the kitchen.Space for parent information and for signing in and out. Space to have private interviews with parents.Art sink in the main area as well as hand washing facilities for children. Storage space for indoor/outdoor equipment, bulky gear and stationery.Pin boards, and capacity to hang some stuff from ceiling for drama, etc. Undercover outdoor area that is protected from the prevailing weather where children can undertake messy play – painting, clay and science stuff etc. A staff room – small room furnished with comfortable chairs for staff can take breaks. This also includes a fridge, double sink and a microwave with cupboards.First aid area for children – first aid kit, sink and comfortable chair. Easily supervised if there is a child in need of constant observation. Space to ensure capacity for children to sit and chat, to scope creative play , to develop garden or embark on other eco-friendly projects e.g. worm farms or chickens. Some ecological stuff outdoor such as rainwater tanks and others to promote investing strategies to recycle, have worm farms, grow and harvest vegetables.Toilets are easily accessed and supervised from the designated OSHC area. Access to playground equipment suitable for the OSHC age range. Adequate shade available outdoor.Key improvements sought for QA3Standard/element Element 3.2.1Outdoor and indoor spaces are designed and organised to engage every child in quality experiences in both built and natural environments.Identified issueA Smart Board can be installed for multipurpose use of the room. Standard/element Element 3.1.2Premises, furniture and equipment are safe, clean and well maintained.Identified issueThe cupboard for chemical storage should be lockable.Standard/element Element 3.1.1Outdoor and indoor spaces, buildings, furniture, equipment, facilities and resources are suitable for their purpose.Identified issueThere must be storage space and secure space for confidential information. OSHC staff must have access to this area as and when required and this area should not be a shared space. Standard/elementWhat outcome or goal do we seek?Priority (L/M/H)How will we get this outcome? (Steps)Success measureBy when?Progress notesElement 3.1.1There must be storage space and secure space for confidential information. OSHC staff must have access to this area as and when required and this area should not be a shared space.HStore materials and equipment not relevant to the OSHC somewhere else around the school.When rooms is available for OSHC files and space to store OSHC programming resources and regulationsBy the end of MayElement 3.1.2Make the cupboard for chemical storage in the kitchen lockable.LThe OSHC Committee to assess budget and call the relevant trade servicer.In a few monthsElement 3.2.1A Smart Board to be installed for multipurpose use of the room. There must be storage space and secure space for confidential information. OSHC staff must have access to this area as and when required and this area should not be a shared space.MIn a few monthsImprovement planQuality 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.The current state, territory and federal government frameworks and legislative structures that impact on the delivery of appropriate OSHC services have put more emphasis on Planning and programming. At St Anthony’s PS OSHC it can be ensured by having a VIT registered qualified teacher coordinating the program with the Assistance of a Diploma Qualified Assistant knowledgeable and experienced in the delivery of OSHC service.Quality Area 4: Standards and elementsStandard 4.1Staffing arrangements enhance children’s learning and development and ensure their safety and wellbeing.Element 4.1.1Educator-to-child ratios and qualification requirements are maintained at all times.Standard 4.2Educators, co-ordinators and staff members are respectful and ethical.Element 4.2.1Professional standards guide practice, interactions and relationships.Element 4.2.2Educators, 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 4.2.3Interactions convey mutual respect, equity and recognition of each other’s strengths and skills.Quality Area 4: Related sections of the National Law and National RegulationsStandard/elementNational Law (section) and National Regulations (regulation)4.1regulation 169Offence relating to staffing arrangements4.1regulation 118Educational leader4.1regulations 119–120Age and supervision requirements4.1regulations 121–124Minimum number of educators requiredStandard/elementNational Law (section) and National Regulations (regulation)4.1regulations 125–128Educational qualifications for educators 4.1regulations 129–135Requirements for educators who are early childhood teachers4.1regulation 136First aid qualifications 4.1regulations 137–143Approval and determination of qualifications4.1regulation 144Family day care educator assistant4.1regulations 145–15Staff and educator records—centre-based services 4.1regulation 153Register of family day care educators 4.1regulation 154Record of staff, family day care coordinators and family day care educator assistantsRelated requirements4.1 section 161Offence to operate education and care service without nominated supervisor4.1section 162Offence to operate education and care service unless responsible person is present4.1section 163Offence relating to appointment or engagement of family day care coordinators4.1regulations 46–54Supervisor certificates4.2regulation 55Quality improvement plans 4.1regulation 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.Quality Improvement Plan for QA4Summary of strengths for QA4StrengthsWe have a ratio of 1 Educator per maximum 7 children which guarantees a safe and personalised delivery of activities and anecdotal record of outcomes when required. The Out of School Hours Care service ensures adequate supervision at all times during indoors and outdoors activities. Accident prevention measures have been identified and are implemented as appropriate.The Out of School Hours Care service implements a clearly defined and documented Operational Policy which clearly defines program procedures and ongoing evaluation at all levels facilitates Best Practice by addressing service delivery in terms of children’s needs and interests, family/child satisfaction, outcomes, program and planning processes, staff and management, financial planning, community needs, policy and procedures.The Out of School Hours Care service demonstrates a commitment to professional development and training for each staff member when required and needed.Team work, recognition of complementary skills and collegiality is highly promoted between Educators.Key improvements sought for QA4Standard/element Element 4.2.2Educators, 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.Identified issueThe OSHC Committee must for greater acknowledgement that will include OSHC as an integral part of a school environment. Improvement planStandard/elementWhat outcome or goal do we seek?Priority (L/M/H)How will we get this outcome? (Steps)Success measureBy when?Progress notesElement 4.2.2The OSHC to be duly considered as a service and OSHC Educators regarded at high standards as any other staff member.HAcknowledgement of work and contributionsReinforcement of parental agreement and duty of care delegated to Educators.Demonstrated respect and acknowledgement from children, staff and the whole school community to Educators and their roles at school.Parents and children following appropriate codes of conduct and communication when addressing Educators.As soon as possible.Respect from children, staff and the whole school community to Educators.Quality Area 5: Relationships with childrenThis 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.Whilst the tendency is to overlook the time a child spends in an Out of School Hours Service as less significant to their time in formal school, at St Anthony’s PS OSHC there is a strong commitment to the development of healthy children. Quality Area 5: Standards and elementsStandard 5.1Respectful and equitable relationships are developed and maintained with each child.Element 5.1.1Interactions with each child are warm, responsive and build trusting relationships.Element 5.1.2Every child is able to engage with educators in meaningful, open interactions that support the acquisition of skills for life and learning.Element 5.1.3Each child is supported to feel secure, confident and included.Standard 5.2Each child is supported to build and maintain sensitive and responsive relationships with other children and adults.Element 5.2.1Each child is supported to work with, learn from and help others through collaborative learning opportunities.Element 5.2.2Each child is supported to manage their own behaviour, respond appropriately to the behaviour of others and communicate effectively to resolve conflicts.Element 5.2.3The dignity and the rights of every child are maintained at all times.Quality Area 5: Related sections of the National Law and National RegulationsStandard/elementNational Law (section) and National Regulations (regulation)5.2section 166Offence to use inappropriate discipline5.1, 5.2regulation 155Interactions with children5.2regulation 156Relationships in groupsRelated requirements5.1, 5.2regulation 73Educational program5.1, 5.2regulation 74Documenting of child assessments or evaluations for delivery of educational program5.1, 5.2regulation 162(2)(j) Policies and procedures are required in relation to interactions with children, including the matters set out in regulations 155 and 156Quality Improvement Plan for QA5Summary of strengths for QA5StrengthsWe have a ratio of 1 Educator per maximum 7 children which guarantees a safe and personalised delivery of activities and anecdotal record of outcomes when required. The Out of School Hours Care service ensures adequate supervision at all times during indoors and outdoors activities. Accident prevention measures have been identified and are implemented as appropriate.Programming and planning is efficiently done and can be ensured by having a VIT registered qualified teacher coordinating the program with the Assistance of a Diploma Qualified Assistant knowledgeable and experienced in the delivery of OSHC service. The combination of expertise and openness impact on the successful delivery of the OSHC program.The service philosophy encourages positive relationships by balancing fairness with sharing, listening with talking, security with risk-taking, boundaries with freedom, recognition with support, excitement with understanding and rights with responsibilities.A multidisciplinary project based program is delivered with high focus on the middle years Framework for OSHC and in accordance with the MTOP general framework. Children are encouraged to have input into program activities and routines.The diverse play needs of children who attend OSHC have been identified and classified within the following categories: categories: Sensory play, Constructive/Deconstructive play, Dramatic/Imaginative play, Exploratory play, Manipulative play, Active/Adventure play and Creative play.The service respond to children’s play needs through providing a diverse range of experiences and opportunities.The OSHC service give children a voice to express opinions, feeling and suggest activities and their delivery with respect and responsible Educator-children interaction in order to enhance outcomes for school age children in care services through the building of resilience. There is a strong promotion and encouragement for children to have the right to pursue and engage in play-based, recreational experiences.In all activities children’s right to be consulted on and listened to in matters affecting them is promoted. In this way the OSHC service can ensure that children have ample opportunities to collaborate together on projects, have input into the program and be consulted with regarding the program and day to day routines that impact on them. The suitability of policy and frameworks which appropriately support service providers to promote these rights is implemented. .Children are encouraged to explore activities with real life experiences which support not only the short term provision of quality care services, but the long term implications with a sustainable quality of a well-balanced life through social role games. Children’s’ capacity and access to play is fostered continuously as well as the provision of opportunities for safe social activity and play with peers while offering a balance of more organised activities which offer access for children to social contacts outside the immediate family. We strive for promote the development of positive firming relationships with adults outside the family structure that focus on strength and reward autonomy. Through games and reflection time the OSHC creates opportunities for children to develop and improve their communication skills.We create opportunities for the children to receive unconditional praise and affirmation for effort. The Out of School Hours Service has an important role to play in Children’s lives and therefore in children’s development.The development of the Out of School Hours program is properly constructed to have a positive influence in the development of children and the embedding of a culture of resilience within the community. In order to achieve a high quality Out of School Hours Service, the delivery of our activities aims to create an environment that meets the emotional, physical and developmental needs of all children. This environment is interactive at all levels. The Quality indicators for Best Practice are addressed in the context of these key elements: Development, Emotional environment, Physical environment, Interactive environment, Framework, Community and is ensured to be implemented through the organisational operation of the OSHC. The Out of School Hours Care service fosters clear communication and meaningful interaction at all levels between staff, children and parents.We strive for parents, staff and children feel respected, involved, secure, and valued. We also encourage children feel a sense of belonging by involving them in the organisation of the daily activities and their delivery.Adult level relationships are encouraged through honest, genuine interactions, open communication, ongoing feedback. A problem-solving approach to issues is supported. It is encouraged Adults (that is staff and parents) offer positive role models to each other and the children through their professionalism, awareness and acceptance of individual differences, communication skills, leadership, nurturing, guidance and gentleness. The service reflects a positive, co-operative relationship between and among parents and staff and provides the opportunity to participate in decision making with management.Positive, meaningful interactions with peers and adults are promoted for children to accept ownership of their behaviour whilst developing friendships.Acceptable behaviours and clear expectations and freedom of choice are encouraged for children to realise their value, independence and responsibility.St Anthony’s Out of School Hours Care service makes every effort to offer an environment that meets the emotional needs of all children.Parents are encouraged to contribute to the program both formally and informally and there is cooperation?between children, staff, parents, and management.The program fosters self-esteem and aims to empower the individual, reflecting awareness of the changing emotional needs of the individual and the group. Children are encouraged to identify and express their feelings through the morning and after care activities fostering understanding, respect, dignity, honesty, affection, challenge, reliability, trust, and comfortKey improvements sought for QA5Standard/element Element 5.2.2Each child is supported to manage their own behaviour, respond appropriately to the behaviour of others and communicate effectively to resolve conflicts.Identified issueEven though they are explained and advised what is safe and which actions aren’t, sometimes a few children attempt to do it. When prevented from doing unsafe activities a few of them get extremely upset and scream Educators are mean.Some children seem to regard Educator like babysitter and at a lower level than any other school staff.Standard/elementWhat outcome or goal do we seek?Priority (L/M/H)How will we get this outcome? (Steps)Success measureBy when?Progress notesElement 5.2.2The development of listening skills and self-awarenessEvery reasonable precaution is taken to protect children from harm and any hazard likely to cause injury.HEducators commit to continuously acting fair and sensibly when following their duty of care. Parents understanding what Educators’ duty of care involves and passing the message to their children. Parents promoting respect towards the role of Educators.Parents pointing out to their children that their Educators are professionals who they trust based on their qualifications and experiences.Parents helping children understand that if they are leaving them under Educators care they should obey and respect the rules Educators establish in a fair way. Parents reading policies, digesting them and passing the message to their children.Parents putting into practice assessment and advisory strategies to guide their children’s respectful behavioural expectations. Educators acting fairly and reasonably as to prevent and protect children from harm and hazard likely to cause injury.Children respecting and following safety rules and advised when given by Educators.Parents communicating respectfully and assertively with Educators.Parents getting ready assessment and answers, to ask their children for scenarios and circumstances children would like to be put under as to provide immediate adviseImmediately!Parents acknowledging the responsibility they are passing to Educators and acknowledging Educators’ role in front of the children.Children becoming more patient and respect the advice given by Educators.Children respect towards safety rules given by Educators based on the duty of care their parents acknowledge they pass onto Educators. Improvement planQuality Area 6: Collaborative partnerships with families and communitiesThis 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.The St Anthony’s Out of School Hours care must provide children with a sense of belonging, not just to a family but to an entire community and is the most developmentally appropriate environment to meet the play and care needs of school age children. As such, the OSHC has an enormous responsibility and we strive for the provision of the very best opportunities and appropriate environments for the children who are our nation’s future. Quality Area 6: Standards and elementsStandard 6.1Respectful supportive relationships are developed and maintained.Element 6.1.1There is an effective enrolment and orientation process for families.Element 6.1.2Families have opportunities to be involved in the service and contribute to service decisions.Element 6.1.3Current information about the service is available to familiesStandard 6.2Families are supported in their parenting role and their values and beliefs about child rearing are respected.Element 6.2.1The expertise of families is recognised and they share in decision making about their child’s learning and wellbeing.Element 6.2.2Current information is available to families about community services and resources to support parenting and family wellbeing.Standard 6.3The service collaborates with other organisations and service providers to enhance children’s learning and wellbeing.Element 6.3.1Links with relevant community and support agencies are established and maintained.Element 6.3.2Continuity of learning and transitions for each child are supported by sharing relevant information and clarifying responsibilities.Element 6.3.3Access to inclusion and support assistance is facilitated.Element 6.3.4The service builds relationships and engages with their local community.Quality Area 6: Related sections of the National Law and National RegulationsStandard/elementNational Law (section) and National Regulations (regulation)6.1, 6.2, 6.3regulation 157Access for parentsRelated requirements6.1, 6.2section 172Offence to fail to display prescribed information6.1, 6.2, 6.3section 175Offence relating to requirement to keep enrolment and other documents6.1, 6.2, 6.3regulation 73Educational programs6.1, 6.2, 6.3regulation 74Documenting of child assessments or evaluations for delivery of educational program6.1, 6.2, 6.3regulation 75Information about the educational program to be kept available6.1, 6.2, 6.3regulation 76Information about educational program to be given to parents6.1, 6.2, 6.3regulation 80Weekly menu6., 6.2, 6.3regulation 86Notification to parents of incident, injury, trauma and illness6.3regulation 99Children leaving the education and care service premises6.3regulation 102Authorisation for excursions6.1, 6.2,6.3regulation 111Administrative space (centre-based services)6.1regulation 168(2)(k) Policies and procedures are required in relation to enrolment and orientation6.1, 6.2, 6.3regulation 171Policies and procedures to be kept availableStandard/elementNational Law (section) and National Regulations (regulation)6.1, 6.2, 6.3regulation 172Notification of change to policies or procedures6.1, 6.2, 6.3regulation 173Prescribed information is to be displayed6.1regulation 177Prescribed enrolment and other documents to be kept by approved provider6.1regulation 178Prescribed enrolment and other documents to be kept by family day care educator6.1, 6.2, 6.3regulation 181Confidentiality of records kept by approved provider6.1, 6.2, 6.3regulation 182Confidentiality of records kept by family day care educator6.1, 6.2, 6.3regulation 183Storage of records and other documentsQuality Improvement Plan for QA6Summary of strengths for QA6StrengthsFamilies and children are given opportunity to get involved with their ideas and suggestions in in the development and delivery of the OSHC Program.The Out of School Hours Care service operates as an integral and valued part of the school community and there is a OSHC Committee advocated to its management and for supervisory purposes.The Out of School Hours Care service maintains an ongoing awareness of the demographics and needs of its community. This knowledge and awareness of the community is used when planning and targeting the service considering the implementation of Pupils free days and vacation care. The service acts as an advocate for children and encourages parent involvement. The OSHC service in our school shows families that we have a holistic approach to their children’s health and well-being.”?- school principalA high profile is maintained in the community by assisting children to participate in community activities that are appropriate to the needs and interests of the children.Mrs Liana Ramundi is consistently collaborating with us in terms of the provision of resources. So is Marita Carman with the fruit and vegetables to be delivered.Mrs Nicole Harris has revised and provided us with a copy of the amended and updated Policy and Procedures document.Assessment regarding staff performance, program delivery and OSHC Committee’s involvement is regularly made during the OSHC meeting and a copy of the minutes is submitted to the principal and the OSHC for record. This self-assessment incorporated to the QIP.Key improvements sought for QA6Standard/element Element 6.1.2Families have opportunities to be involved in the service and contribute to service decisions.Identified issueMore collaborative work is required to:? Provide an effective communication channel to support effective dialogue among stakeholders; ? Build relationships within the community and with school leaders; ? Support existing systemic structures such as QA and Regulation; Standard/element Element 6.3.1Links with relevant community and support agencies are established and maintained.Identified issueThe program should reflect more community values and attitudes and utilize more community resources. Local people should be invited to share skills and interests with the children. Interested community members should be encouraged to participate in planning to ensure that the service provides an integrated setting with an equitable, accessible, affordable program.The Out of School Hours Care service has links with schools and community groups to assist parents to develop support networks and provide referrals to relevant agencies.Standard/element Element 6.3.4The service builds relationships and engages with their local community.Identified issueIt should also undertake consistent and ongoing promotion within the community in order to meet the changing needs of the community. Children should be encouraged to participate in activities that demonstrate a community spirit.Improvement planStandard/elementWhat outcome or goal do we seek?Priority (L/M/H)How will we get this outcome? (Steps)Success measureBy when?Progress notesElement 6.1.2More collaborative work with an effective communication channel, build relationships within the community and with school leaders; and support existing systemic structures such as QA and Regulation;.HEducators commit to continuously acting fair and sensibly when following their duty of care.Establishing a flow of channels to contact for children and program related issues. Parents understanding what Educators’ duty of care involves and passing the message to their children. Parents promoting respect towards the role of Educators.Parents pointing out to their children that their Educators are professionals who they trust based on their qualifications and experiences.Parents helping children understand that if they are leaving them under Educators care they should obey and respect the rules Educators establish in a fair way. Parents reading policies, digesting them and passing the message to their children.Parents putting into practice assessment and advisory strategies to guide their children’s respectful behavioural expectations. Educators acting fairly and reasonably as to prevent and protect children from harm and hazard likely to cause injury.Children respecting and following safety rules and advised when given by Educators.Parents communicating respectfully and assertively with Educators.Parents getting ready assessment and answers, to ask their children for scenarios and circumstances children would like to be put under as to provide immediate advise.Quotes from children, parents and a school community: “You need to be safe and to feel happy every day, when I see the carers I feel like that”; “I’m reassured that my child is safe whenever I hear the word OSHC – it’s great to have my child in a quality service.”; “Work is important to me but so is my child and I like to know that I’ve made the right choice.”?Immediately!OSHC Committee acknowledging the responsibility they are passing to Educators and acknowledging Educators’ role in front of the children.Children becoming more patient and respect the advice given by Educators.Children respect towards safety rules given by Educators based on the duty of care their parents acknowledge they pass onto Educators.Element 6.3.1The program should reflect more community values and attitudes and utilize more community resources. MInviting local people with different background.Talking and showing the importance of cultural heritage.Establishing links with schools and community groups within the Parish.Local people share skills and interests with the children. Schools and community groups within the Parish to assist parents to develop support networks and provide referrals to relevant agencies.In a few monthsElement 6.3.4Undertake consistent and ongoing promotion within the community.To meet the changing needs of the community and encourage children to participate in activities which demonstrate a community spirit.Talks about multiculturalism and its influence in the Australian Society.No discriminatory quotes or comments. Children acknowledging and recognising values and the multicultural nature of Australia.No discriminatory quotes or comments.Appraisals and acknowledgements from parents and children on how different cultures and people have contributed to this nation.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 elementsStandard 7.1Effective leadership promotes a positive organisational culture and builds a professional learning community.Element 7.1.1Appropriate governance arrangements are in place to manage the service.Element 7.1.2The induction of educators, co-ordinators and staff members is comprehensive.Element 7.1.3Every effort is made to promote continuity of educators and co-ordinators at the service. Element 7.1.4Provision 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 7.1.5Adults working with children and those engaged in management of the service or residing on the premises are fit and proper. Standard 7.2There is a commitment to continuous improvement.Element 7.2.1A statement of philosophy is developed and guides all aspects of the service’s operations. Element 7.2.2The performance of educators, co-ordinators and staff members is evaluated and individual development plans are in place to support performance improvement. Element 7.2.3An effective self-assessment and quality improvement process is in place. Standard 7.3Administrative systems enable the effective management of a quality service.Element 7.3.1Records and information are stored appropriately to ensure confidentiality, are available from the service and are maintained in accordance with legislative requirements. Element 7.3.2Administrative systems are established and maintained to ensure the effective operation of the service. Element 7.3.3The Regulatory Authority is notified of any relevant changes to the operation of the service, of serious incidents and any complaints which allege a breach of legislation. Element 7.3.4Processes are in place to ensure that all grievances and complaints are addressed, investigated fairly and documented in a timely manner. Element 7.3.5Service 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 RegulationsStandard/elementNational Law (section) and National Regulations (regulation)7.1.5section 12Applicant must be fit and proper person (provider approvals)7.1.5section 13Matters to be taken into account in assessing whether a fit and proper person (provider approvals)7.1.5section 21Reassessment of fitness and propriety (provider approvals)7.1.5section 109Matters to be taken into account in assessing whether fit and proper person7.3.1regulations 158-162Attendance and enrolment records7.1.5regulation 163Residents at family day care residence and family day care educator assistants to be fit and proper persons7.1.5regulation 164Requirement for notice of new persons at residence7.3.1regulation 167Record of service’s compliance7.1.1, 7.3.1, 7.3.4, 7.3.5regulations 168-172Policies and procedures7.3.1regulations 173-176Information and record-keeping requirements7.3.1Regulations 177-180Prescribed records7.1.1regulations 181–-184Confidentiality and storage of recordsRelated requirements7.1.5regulation 14Application for provider approval by individual7.1.5regulation 15Application for provider approval by person other than an individual7.1.5regulation 16Matters relating to criminal history7.2.3regulation 31Condition on service approval - Quality improvement plan7.1.5regulation 46Application for supervisor certificate7.2.1, 7.2.3 regulations 55-56Quality improvement plans Quality Improvement Plan for QA7Summary of Strengths StrengthsThe OSHC service generally operates under an efficient and fair management model for approximately 40 weeks of the school year in accordance with the school’s calendar. The Out of School Hours Care service implements a clearly defined and documented Operational Policy which clearly defines program procedures and ongoing evaluation at all levels facilitates Best Practice by addressing service delivery in terms of children’s needs and interests, family/child satisfaction, outcomes, program and planning processes, staff and management, financial planning, community needs, policy and procedures. The Out of School Hours Care service maintains an effective, accessible record keeping system including enrolment records, health and medical information, attendance records, documented operational policies, compliance information, permission forms, financial records, minutes and agendas of management meetings and employee records.Centre policies are freely available to parents and parents are encouraged to read and be aware of the centre policies and sing the parental agreement included in the current enrolment package.The Out of School Hours Care service at St Anthony’s PS complies at all times with standards, regulations and agreements as appropriate in the state of Victoria and according to the New National Quality Framework. The service has an agreed service philosophy, which establishes program goals and objectives. The service ensures that there is effective consultation with all stakeholders including children. There should be clear guidelines for communication and decision making.The OSHC Committee continues to press for greater acknowledgement that will include OSHC as an integral part of a school environment. This would mean that OSHC can be duly considered as a service offered by the school and in so doing have its space requirements formally addressed.The Out of School Hours Care service is financially accountable and effective. There is a consistent approach to meet the operational costs of the OSHC service. The service has thorough and realistic financial planning, budgeting and record keeping. This ensures services have access to appropriate equipment and materials, consumables, food, timely payments of rent, salaries and allowancesThe OSHC service can be used as a marketing tool by the school seeking to attract and maintain enrolments especially in prep.Assessment regarding staff performance, program delivery and OSHC Committee’s involvement is regularly made during the OSHC meeting and a copy of the minutes is submitted to the principal and the OSHC for record. This self-assessment incorporated to the QIP.Staff and parents are included in planning and evaluation processes and the responsibilities of each line of management are clearly defined. The Out of School Hours Care service operates as a team with all participating groups and individuals being informed and involved. Regular information sharing occurs through formal and informal meetings, agenda, minutes, memos and reports to demonstrate a commitment to high quality service and programming.The Out of School Hours Care service demonstrates a commitment to professional development and training for each staff member when required and needed.The service ensures relevant award conditions are in place for all staff. It also promotes professionalism and professional ethics.The venue is appropriate to the children’s needs and their interests. It also meets Out of School Hours Care service requirements and local regulations for group use e.g. fire safety, accessibility, hygiene, and insurance.Key improvements sought for QA7Standard/element Element 7.1.3 Element 7.2.2Element 7.2.2Every effort is made to promote continuity of educators and co-ordinators at the service.The performance of educators, co-ordinators and staff members is evaluated and individual development plans are in place to support performance improvement.Processes are in place to ensure that all grievances and complaints are addressed, investigated fairly and documented in a timely manner.Identified issueMore collaborative work is required to:? Provide an effective communication channel to support effective dialogue among stakeholders; ? Build respectful relationships within the school community ? Support existing systemic structures for a consistent implementation of clear expecattions from children, families and Educators as stated in the OSHC policies and in compliance with current Regulation;Improvement planStandard/elementWhat outcome or goal do we seek?Priority (L/M/H)How will we get this outcome? (Steps)Success measureBy when?Progress notesElement 6.1.2More collaborative work with an effective communication channel, build relationships within the community and with school leaders; and support existing systemic structures such as QA and Regulation;.HAccess to more especialised training for Educators. Educators commit to continuously acting fair and sensibly when following their duty of care.Establishing a flow of channels to contact for children and program related issues. Parents understanding what Educators’ duty of care involves and passing the message to their children. Parents promoting respect towards the role of Educators.Parents pointing out to their children that their Educators are professionals who they trust based on their qualifications and experiences.Parents helping children understand that if they are leaving them under Educators care they should obey and respect the rules Educators establish in a fair way. Parents reading policies, digesting them and passing the message to their children.Parents putting into practice assessment and advisory strategies to guide their children’s respectful behavioural expectations. Educators acting fairly and reasonably as to prevent and protect children from harm and hazard likely to cause injury.Children respecting and following safety rules and advised when given by Educators.Parents communicating respectfully and assertively with Educators.Parents getting ready assessment and answers, to ask their children for scenarios and circumstances children would like to be put under as to provide immediate advice.Quotes from children, parents and a school community: “You need to be safe and to feel happy every day, when I see the carers I feel like that”; “I’m reassured that my child is safe whenever I hear the word OSHC – it’s great to have my child in a quality service.”; “Work is important to me but so is my child and I like to know that I’ve made the right choice.”?Immediately!OSHC Committee acknowledging the responsibility they are passing to Educators and acknowledging Educators’ role in front of the children.Children becoming more patient and respect the advice given by Educators.Children respect towards safety rules given by Educators based on the duty of care their parents acknowledge they pass onto Educators. ................
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