Melissa Binks

QIP Assignment 2

S00142914

Centre details
Star Care Childcare Centre is located in a quiet part of a large suburb. The centre is in a residential
area, behind a shopping centre and close to the local sports facilities. The Childcare centre has 3
rooms being the baby room, the toddler room and the kindergarten room. The centre operates 6:30 am
until 6:30 pm 5 days a week all year around. The centre believes that it is important to focus on respect,
responsibility and community in the early years and is inspired by the Reggio Emilia approach.

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 childrens
learning and development(ACECQA, 2013, p.78).
Standard: 3.1 - The design and location of the premises is appropriate for the operation of a service.
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.

Strengths of Quality Area (3), Standard (3.1) and Element (3.1.3)

The outside environment provides a variety of areas where children can engage. There is a sand pit,
swing set, climbing frames and low growing trees which children can climb on and explore. The
resources of the centre allow children to represent their thinking, express their creativity and
imagination, engage in energetic activities, explore mathematical and scientific concepts, experiment
with different technologies, and participate in everyday tasks (ACECQA, 2014, p. 74). The outdoor
environment allows children to run around, whilst also exploring the natural elements in the setting,
such as the wildlife and the plants. The outdoors area has been divided into 2 sections, so that the
babies are able to have their own area to explore that is more suited to their level of activity. The inside
space is designed specifically for each age group, with appropriate toys and learning experiences set
up. There are some similar toys in each room to assist children in the transition up to the next room,
which is done throughout the year when the child is ready. The indoor environment is flexible and
allows for spontaneous activities to be undertaken surrounding childrens interests. The centre invites
children to explore both their indoor and outdoor area in a safe and inclusive manner. In accordance
with regulation 103 of the Education and Care Services National Regulations the centre maintains all
equipment ensuring that it is safe clean and in good repair (NSW legislation, 2011, p.123).

Identified issue
There is restricted access for a child who uses a walking frame to access the outdoor play area. The
outside area also does not allow for easy movement of a walking frame or wheelchair, because of this
children with additional needs such as walking frames and wheelchairs are not able to utilize all of the
space or access equipment in these areas.

Rationale
The lack of access to the outside area is an issue because it limits the childs opportunities to engage
with peers and to participate in outdoor learning experiences. By not having suitable access to the
outdoor facilities the child is forced to be dependent on educators, which in turn limits their emerging
autonomy, inter-dependence, resilience and sense of agency (DEWEER, 2009, p.22). While not
intentional, this child is being excluded, as all of the other children are able to independently transition
from inside play to outside play at any time throughout the day. According to the centre philosophy
(appendix 1) there is an emphasis on the environment that children play and learn in. As the
environment is important to the centre it is crucial that all children have equal opportunities to access
the inside and outside environment. The stairs that lead outside from the toddler room are quite steep
and are not ideal for younger children, who are still unsteady on their feet. In this way children also
have to be cautious when using the stairs so that do not injure themselves. By changing the stairs to a
safer option, such as a ramp, children will be able to display more independence and all children will be
included. For the practice to be inclusive there needs to be thoughtful and informed decisions about the
issue that will ensure that all childrenincluding those with a disabilityhave equitable and genuine
opportunities to participate in and learn from the everyday routines, interactions and play and learning
experiences that occur in early learning settings(Owens, 2012, p. 1).

Goal 1

To create a practical way in which children can access the outside environment without the

Outcome

assistance of educators.

Strategies

The first strategy to achieve this goal is to put a temporary measure such as a removable
ramp, over the steps in order to allow children easier access to the indoor and outdoor
environment. As advocacy and activism are professional responsibilities of all educators,
and especially of intentional leaders (Waniganayake, Cheeseman, Fenech, Hadley &
Shepherd, 2012, p.110) the main strategy to achieve this goal is to apply for funding in
order to fix the problem properly. Funding for children with disabilities can be accessed
through Early Childhood Intervention Services (2012) whos objective includes promoting
access and meaningful participation of children with a disability(Education and Early

By when?

Childhood Development, 2012, p. 20).

Our aim is to complete this goal as soon as possible to allow the child to gain increased
access to outdoor activities.

Goal 2

To get more equipment which caters for children with disabilities, in order to increase their

Outcome

learning experience.

Strategies

Using intentional leadership to be deliberate, purposeful and thoughtful (Waniganayake

et al., 2012, p.13) in decisions about each object we are buying, how it will benefit children
with additional needs and whether they will be able to use it. Another strategy is to
communicate with parents about what types of equipment they use at home for their
children in order to gain ideas about what will be beneficial to the child. As a leader it can
be difficult to rely on parents opinions however the belief that parents have the wisdom to
solve their own problems not only respects them, but also relieves you of the responsibility
of being the expert with all the answers(Porter, 2008, p.55) and assists in understanding

By when?

the needs of the child.

This will be achieved throughout the year when purchasing new toys and equipment.

Goal 3

To make the outdoor facilities more accessible to children with additional needs once they

Outcome

are outside.

Strategie

Introduce areas where children in wheelchairs or with walkers can easily use their support

devices and still engage in the outdoor environment. Porter (2008) suggests that the
inclusion of children with disabilities are not constrained by teachers willingness or attitude
to disability, but by the availability of resources for meeting students additional need
(p.75), making it important to access as many resources as possible. A second strategy is
to plan activities where the children with additional needs can get involved, using areas that

By when?

they have access to and where they can easily participate.

Plans will be put in place straight away with a temporary measure being to create a path
from dirt, which will be concreted in the future.

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.
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
childs learning and wellbeing.

Strengths of Quality Area (6), Standard (6.2) and Element (6.2.1)

The centre has a large focus on making families feel they are included and valued. As staff are rostered
into the same room each day, both children and parents are able to form relationship which are
beneficial to the child. The centre makes sure that parents are informed about their childs day and the
program that has been implemented. The centre acts within regulation 157 stating that the approved
provider of an education and care service must ensure that a parent of a child being educated and
cared for by the service may enter the education and care service premises at any time that the child is
being educated and cared for by the service (NSW legislation, 2011, p.165). The centre has policies
and practices in place to ensure that childrens details are up to date and that all families values and
beliefs are acknowledged. The centre works hard to create a welcoming and culturally inclusive
environment where all families are encouraged to participate in and contribute to childrens learning
and development experiences (DEECD, 2011, p.10). Educators ensure that they are collaborating with
parents and providing them with relevant information from community groups and outside
organisations. Staff members are open to communicating with parents over the phone or in person
during the day. Educators ensure that all paperwork is properly filled out and is forwarded to parents
where appropriate. Parents and educators communicate through the childrens take home books in
order to communicate information, which may not have been addressed verbally.
Identified issue
While there are ample opportunities for parents to contribute their opinions on the learning
environment, routines and activities, these opinions are not considered or taken onboard by the staff.
Parents concerns are often listened to, but there is limited follow through with resolutions that have
been agreed upon collaboratively by the parents and educators. When discussing issues there is no
area in the centre that can be used to privately discuss issues.

Rationale
As educators, there is a responsibility to look after children in a manner that is consistent with parents
values and beliefs. In the philosophy statement (appendix 1) there is an emphasis of a commitment to
the care and education of each and every child, however this commitment cannot be met until the staff
members are willing to take onboard parents suggestions, especially when they relate to the wellbeing
of the child. While the educators are trained in early childhood education, they do not always know
what is best for each child in terms of sleeping habits, eating habits and comforters. It is because of this
that there needs to be collaborative discussions between families and educators, in order to work out
what works best in both the home environment and in the centre. It is essential that educators and
parents can come to an agreement that will be in the best interest of the child. Keeping in mind
insightful leadership is essential in being able to analyse each situation so that the best interests of
children are prioritised (Waniganayake et al., 2012, p.68) can help the educator and parent come to an
agreement promptly. Another key component of the philosophy statement (appendix 1) is that the
program is flexible and perceptive to the changing interests and needs of the child. In order for the
educator to know what the childs interests are at home they need to collaborate with parents so they
are able to cater for these interests in the centre.
Goal 1

To encourage a change in educators perceptions of parents input into the service and

Outcome

create an accepting and collaborative environment.

Strategie

The first strategy for this goal is to create a personal development program that will address

the issue of educators not being willing to accept parents input into the program.
The second strategy is to put in place a system when parents raise an issue it then gets
discussed at staff meetings to show that parents concerns are of value while being clear

By when?

about what is negotiable with parents and what is not (Hughes & Read, 2012, p.10).
The personal development and awareness system will be put in place within a month and
will be ongoing.

Goal 2

To create a space where parents are able to talk privately with educators.

Outcome
Strategie

One strategy is to turn the office, which is currently just used for storage, into a parent room

which can also be used during orientation as creating a trusting space so that families feel
comfortable to share and discuss their needs and issues is important to building close
connections with families (Waniganayake et al., 2012, p.174). The second strategy is to

By when?

schedule after hours meetings for parents who arent able to make a time in work hours.
Clearing of the office will begin immediately, with meetings being able to commence within
a month.

Goal 3

To have a system where parents and educators work collaboratively to ensure each childs

Outcome

needs are met and that both parties are happy with the course of action

Strategie

There will be a document created which parents can complete and another document,

which is to be filled in at meetings, containing achievable goals and ideas to be

implemented. The second strategy is to create a suggestion box, so that parents can
express their ideas anonymously. The ideas will then be discussed in an educators
planning meeting and a brief plan will be made available for parents to show how ideas will

By when?

Appendix 1

be implemented.
This will be implemented simultaneously with the strategies from goal 2.

Our Philosophy

At Jubilee Park Childcare and Kindergarten we are inspired by the Reggio Emilia approach to learning
in the early years. This focuses on the principles of respect, responsibility, and community through
exploration and discovery. It is based on the interests of children.

In todays fast changing society, children are spending less time in unstructured play especially
outdoors and in natural settings. At Jubilee Park Childcare and kindergarten we place a greater
emphasis on the environment that children play and learn in. In the programs we offer, our educators
provide a safe, secure and stimulating environment for learning, that reflects the diversity of
contemporary Australian society. Each child will be encouraged to explore and discover the world
around them with confidence.

We encourage each child to participate in a developmentally appropriate program, which is flexible and
perceptive to the changing needs and interests of that child. Each child will have an opportunity to be
involved in both individual and group activities.

We encourage all children, when they play with their peers, to communicate, share, collaborate and
empathise with others. By supporting children to use their problem solving skills, they assess risks,
tackle new challenges and learn about persistence and perseverance and the success those attributes
can bring. Each child will be treated equally, regardless of their gender, cultural background and
abilities.

We are committed to the care and education of each and every child and believe the age 0 to 5 years is
a unique and important stage of a childs life. We promote a healthy lifestyle for all children by offering a
balanced diet, through a comprehensive menu and excellent role-modelling by all educators.

http://jubileeparkchildcare.com.au/our-philosophy/

References
Australian children's education and care quality authority (ACECQA). (2013). Guide to the national
quality standard. Retrieved from http://www.acecqa.gov.au/national-quality-framework/thenational-quality-standard
Australian Children's Education and Care Quality Authority (ACECQA). (2014). Guide to the education
and care services national law and the education and care services national regulations 2011 (1178). Retrieved from ACECQA website: http://www.acecqa.gov.au/national-quality-frameworkresource-kit
Department of Education and Early Childhood Development (DEECD). (2011). Victorian early years
learning and development framework: For all children from birth to eight years. Retrieved from
Victorian Curriculum and Assessment Authority website:
http://www.vcaa.vic.edu.au/Documents/earlyyears/veyldf_for_children_from_birth_to_8.pdf

Department of Education, Employment and Workplace Relations (DEEWR) (2009). Belonging, Being and
Becoming: The Early Years Learning Framework for Australia. Canberra, ACT: DEEWR.
Education and Early Childhood Development. (2012). Early Childhood Development Group Program and
Services Guide 201215 (1-77). Retrieved from Programs and Partnerships Division website:
http://www.education.vic.gov.au/about/publications/default.htm
Hughes, A. M., & Read, V. (2012). Building Positive Relationships with Parents in the Early Years.
Hoboken: Taylor and Francis.
NSW legislation. (2011). Education and care services national regulations (1-345). Retrieved from
http://www.legislation.nsw.gov.au/maintop/view/inforce/subordleg+653+2011+cd+0+N
Owens, A. (2012). Curriculum decision making for inclusive practice. National Quality Standard
Professional Learning Program, 38, 1-4. Retrieved from
http://www.earlychildhoodaustralia.org.au/nqsplp/e-newsletters/newsletters-3640/newsletter-38-curriculum-decision-making-for-inclusive-practice/
Porter, L. (2008). Teacher-parent collaboration : early childhood to adolescence. Camberwell, Vic: ACER
Press.

Waniganayake, M., Cheeseman, S., Fenech, M., Hadley, F., & Shepherd, W. (2012). Leadership - Contexts
and complexities in early childhood education. South Melbourne, Vic: Oxford University Press.

Name:______________________________________________________________
Student No.__________________
EDFD314 EARLY CHILDHOOD EDUCATON 5 Early Childhood Leadership
Assignment 1: Leadership Characteristics and Leadership Profile
50%
Criteria
Knowledge
about
leadership
roles and their
influence on
practical
leadership
including
consultation
with
Understand
the role of the
leader in
supporting,
planning for, or
undertaking
operational
management
(11.25%)
Interpret and
analyse policy
(legislation,
standards, or
regulations)
related to the
regulation of
the selected
site, and how
these inform or
influence
leadership
roles(11.25%)
Critically
analyse
Leadership
approaches,
and practical
strategies for
managing
challenging
situations to
meet their
required
outcomes of

Working
Working well
significantly
above standard
above
standard Literature review analyses
Literature review

Working above
standard

Working at
standard

Literature review discuss

and compares theoretical
perspectives of leadership
and makes links between
these and purposes for
consultation

Literature review
describes
perspectives about
leadership and
consultation from
literature and
identifies observable
characteristics of
leadership

Below
standard or
not
Does addressed
not address

provides an overview of
theoretical perspectives
related to leadership and
consultation with
stakeholders, and
synthesises these into a
framework for
interpreting models of
consultation
Centre-based strengths

theoretical perspectives
related to leadership and
consultation with
stakeholders, and makes
links between these to
provide a useful overview
of how leadership supports
consultation

criteria; or uses
personal opinion to
discuss leadership
and consultation
with stakeholders,
rather than academic
literature; or analysis
of literature is
shallow, ill informed
or inaccurate.

Uses a theoretical
framework to analyse the
different roles that a leader
engages in to support and
plan for operational
management.

Uses the literature to makes

links between roles that
leader takes on to ensure
successful operational
management.

Uses literature to discuss

some ways that a leader
enacts operational
management

Identifies the role of

the leader in
supporting, planning
for, or undertaking
operational
management and
connect this to
relevant literature

Discusses how
theoretical approaches
to leadership support
leaders to adapt to,
and respond to,
regulation and policy
related to the related
to operational
management

Analyses leadership
responses to policy and
regulation and how these
may be informed by
different leadership
approaches.

Examines how
the leader
responds to
policy regulation
and direction by
drawing on
relevant
literature to
discuss
operational
management

Identifies how the

leader observes policy
regulation, and
develops or enacts
policy to support
operational
management.

Conclusions are
poorly drawn, not
connected to
literature, or not
relevant.

Discusses how
theoretical approaches
to leadership support
leaders to manage
challenging situations

Analyses how the leaders

approaches or actions
support them to manage
difficult situations, and
connects these to relevant
literature.

Identifies and discusses some

of the ways in which the
leader responds to
challenging situations and
draws on literature to discuss
these

Identifies some ways

the leader responds to
challenging situations
and makes links
between these and
examples in the
literature.

Conclusions are
poorly drawn, not
connected to
literature, or not
relevant.

Does not address

criteria; or uses
personal opinion to
discuss operational
management

Academic Writing Highly effective and

5%

concise writing skills.

Uses APA
referencing, correctly.
Language choices
support purpose,
meaning and
cohesion.

Presented in a clear and

concise format, using
effective writing skills. Use
of correct APA with only
minimal errors. Language
choices support purpose,
meaning and cohesion.

Presented in a concise
format with effective
writing skills. Acceptable
use of APA referencing.
Errors in use of
punctuation, spelling and
grammar are minimal and
do not impact cohesion and
meaning

Presented in a
readable format with
adequate writing
skills. Acceptable use
of APA referencing
when needed. Errors
in use of punctuation,
spelling and grammar
negatively impact on
cohesion and meaning
but do not detract
from the overall sense
of the text.

Presented in a format
that is difficult to read
and not well suited to
the purpose. Writing
skills fail to build
cohesion and maintain
meaning across the
text. APA conventions
not followed for
referencing materials
or resources. Errors
make it difficult for
the reader to maintain
sense of the text