childhood
operational
Our Vision for Early
Childhood at Edney
Early Childhood education is the
foundation for lifelong learning. We
believe that each child is a unique
individual and should be viewed,
respected and treated as such.
Being
• Children are free to explore the environment
in ways that enhance their learning
opportunities
• Children are encouraged to be autonomous,
independent thinkers as well as to develop
collaborative skills to work with others
Belonging
• All children will feel nurtured, respected and
supported with warm positive relationships
in a safe, consistent and caring environment
• We recognise and celebrate diversity and
provide an inclusive program
Becoming
• Every child is supported to reach their full
potential and we cater for individual needs
• Learning environments are carefully planned
to ensure that children are provided with
the opportunity to engage in stimulating,
meaningful experiences
Teaching Assessment
• Programs include planned, purposeful play, • Is fair, educative, explicit and purposeful
balanced with explicit teaching
• Assessments in early childhood are age
• Teachers plan their programs so that they appropriate
are engaging, provide time for practise and
allow the children to take risks in a safe • Teachers use assessment to determine
environment what the children know and to inform their
planning
Learning Curriculum
• Learning experiences reflect the children’s • At Edney PS we use the Early Years
interests, are meaningful and age Learning Framework, the WA Curriculum
appropriate, and build upon the student’s and Kindergarten Guidelines as a basis for
prior knowledge our programs
• Children are encouraged to learn with and • Early childhood programs are planned to
through their peers develop all developmental domains: Social-
Emotional, Physical (fine and gross motor),
• Collaborative learning is a valued part of the Cognitive and Language
program
• In Early Childhood we are teaching the
foundations of Literacy and Numeracy that
will be built upon in later years
• The curriculum is adaptable, sequential and
logical
• Teachers keep up to date with curriculum
through Professional Learning
• Support phonemic awareness understanding • All Primary classrooms structure Literacy and
Numeracy Blocks as per the school plans
• Develop sounds knowledge in sequence
• Wherever possible, teachers use a “hands on”
• Develop sight word recognition (and later, approach to learning, using concrete resources
spelling) in sequence
• Students are supported and equipped to take
• The Soundwaves spelling program is used more responsibility for their learning through
across the school from Pre-primary to Year explicit instruction: I Do, You Do, We Do
6. In Pre-primary and Year One, this program
is supplemented by Diana Rigg resources • Warm-ups, drills, introductions and plenary /
and active, developmental play and explicit conclusion sessions are vital to preview and
instruction review the learning in each session
6
Assessment
Assessment practices need to be appropriate for
the level of development of each child and link
developmental perspectives with the achievement of
key outcomes.
Whole School Assessment - Mandatory
• On Entry Assessment for all Pre-primary students
conducted in Term One each year
• Benchmarking Reading Assessments for all students Pre-
primary to Year 6 conducted at least once annually
• Soundwaves and Stepping Stones placement tests
conducted in Term One for Primary students as needed
• Narrative Writing Assessment for all students Pre-primary
to Year 6
• Stepping Stones Quarterly Tests completed at the end of
each set of modules
Classroom Assessment - Teacher Selected
• Diana Rigg pre-literacy and Early Literacy screening tools
for Kindergarten - Year 2 students
• Screening tools such as Screen of Communication Skills
(SOCS)
• Sound and sight word assessments and checklists
• Moderation activities between teachers on agreed work
samples / outcomes
• Teacher-developed checklists, rubrics and assessments
to support teacher judgements
Reporting
• Formal reports are prepared and issued for all students
at the conclusion of each semester
• Kindergarten reports use a school-based template
reflecting the WA Curriculum Guidelines
• Pre-primary to Year 6 students receive reports prepared
using the Department of Education mandated format
• Kindergarten and Pre-primary students will have a work
sample folder which is maintained and sent home with
the Semester Reports. This is not a ‘display’ portfolio,
but a collection of student work which demonstrates
their development throughout the course of the year
• The school will make available opportunities for Early
Childhood staff to have parent interviews to support the Our Assessment practices link
reporting process
• Teachers maintain open communication and
our developmental perspective
availability throughout the year to discuss progress and with the achievement of key
achievement with parents
outcomes
Edney Primary School - Early Childhood Operational Plan 7
8
Intervention and Support
Supporting students
We have a collaborative
Good Practice
Daily Practice
ALL approach to identifying and
addressing all children’s
STUDENTS
•
Monitoring
Collection and analysis of work samples
needs and promoting optimum
•
•
Observations
Interviews
learning outcomes.
• Check-lists
• In-class assessments What does work
• Screening tools • Early intervention and assistance
• Problem exploration
• Collaboration with parents • A sense of purpose / goal
• Collaboration with staff
Concerns
• A structured program and environment
Concerns Raised for individual
student • Explicit teaching
• Define problem • Matching tasks to the learner
• Seek more information to plan change in
strategies • Task analysis
• Focused / Specific Testing • Clear modeling and demonstrations by the
• Structured observations and interviews teacher at each new step of the lesson
• Diagnostic tests
• Standardised norm referenced tests • Multi-sensory techniques
• Criterion referenced tests
• Specialised focused tests e.g. language or fine • Teaching to strengths and remediating
motor weaknesses where appropriate
• Other
• Visual and auditory cueing
INDIVIDUAL
Take Action In class
• Opportunities to actively use skills that have
Intervention
been taught
• Appraise all information, take educational action
• Refer to Child Development Services • Constructive, supportive, exciting classroom
• Implement Individual Education Plan experiences
• Monitor and document response to intervention
Referral to What does not work
Concerns Remain Specialists
• More of the same
Make appointment with LSC to discuss referral: • Extra attention without an educational focus
• Specialised Assessment
• Psychological • Psychotherapy alone without an educational
• Medical focus
• Paediatric
• Speech pathology • Only nutritional or dietary control
• Being left to ‘grow out of it’
Combined,
Refine Support targeted
• Training only in visual or auditory perception and
support
not within written language itself
• Case Conference scheduled
• Action Planning • Repeating a school year level
• Referrals
• Appraise all information, general and specific,
take educational action: adjust and implement
IEP
• Monitor and assess
• Follow-up meeting
• Document response to intervention
10
Improvements for Quality Area 1
Classroom Management
For teachers to develop Creation and discussion Laminating, Annually Classroom
consistent routines and display of visual production and observation and
and implement a visual timetables in all classrooms examples provided feedback.
timetable for children to and reference to the
refer to timetable throughout the Assistant time
day
12
Improvements for Quality Area 2
Improvement Strategies Resources Timeline Evaluation
Health, Hygiene and First Aid
For the school to look Development of school School policy By end of Monitoring of stock,
at First Aid practices, policy on First Aid 2016 usage patterns and
developing guidelines for practices, roles and First aid funding for feedback from staff
administration of minor first responsibilities including each Block to have
aid guidelines basic supplies and Staff feedback
storage
For staff to develop a Early Childhood staff Observation and
health and hygiene policy, to develop a health School Health health assessment
including hygiene and and hygiene policy, in Nurse
cleaning routines consultation with the Register of trained
School Health Nurse Provision of staff
For staff to implement and handwashing ASAP
explicitly teach consistent Health and Hygiene facilities and Parent survey
hygiene routines practices explicitly and supplies
incidentally incorporated
For more staff to be trained into teaching and learning Handouts
in First Aid programs developed By 2017
Child Wellbeing
For the school to develop Staff and students to Funding for By 2018 Student and staff
and provide quiet areas identify areas for rest and equipment / feedback and
around the school / relaxation and schedule signage / painting reflection
playground and in the time and guidelines for use as appropriate
classroom, for children to Staff observation
rest / relax Provision of specialist and learning area
physical education Development By 2018 achievement
For teachers to develop instruction for students of scope and
and implement fine and sequence for Early Monitor and
gross motor activities for All staff to maintain and Childhood fine recording of staff
children including Year 1 refresh Child Protection and gross motor completion of
and Year 2 and Protective Behaviours development training
Professional Learning Ongoing
For the school to ensure Professional
that all staff members are Learning for staff
aware of their obligations
under child protection law
3.1 The design and location of the premises 3.2 The environment is inclusive, promotes
is appropriate for the operation of a competence, independent exploration
service. and learning through play.
3.1.1 Outdoor and indoor spaces, buildings, 3.2.1 Outdoor and indoor spaces are
furniture, equipment, facilities and designed and organised to engage
resources are suitable for their purpose. every child in quality experiences in
both built and natural environments.
3.1.2 Premises, furniture and equipment are
safe, clean and well-maintained. 3.2.2 Resources, materials and equipment
are sufficient in number, organised
3.1.3 Facilities are designed or adapted to in ways that ensure appropriate and
ensure access and participation by effective implementation of the program
every child in the service and to allow and allow for multiple uses.
flexible use and interaction between
indoor and outdoor space. 3.3 The service takes an active role
in caring for its environment and
contributes to a sustainable future.
3.3.1 Sustainable practices are embedded in
service operations.
3.3.2 Children are supported to become
environmentally responsible and show
respect for the environment.
14
Improvements for Quality Area 3
Improvement Strategies Resources Timeline Evaluation
Indoor Environment
For the school to provide School to determine Fund replacement By 2017 Appropriate chairs
appropriate chairs in Year 1 appropriate size and source furniture for all Year provided in Year 1 and
and Year 2 and provide furniture 1/2 students Year 2
For the school to purchase Cooking equipment packs to Fund cooking By 2017 Cooking equipment
more cooking equipment and be purchased based on staff- equipment. Release provided, stored neatly
look at ways to organize / identified needs and stored in staff to purchase and and accessed by
store equipment central activity areas organise classes
For staff to organize and Staff develop shared Ongoing Indoor storage areas
maintain the indoor storage responsibility for maintenance maintained in a neat
areas and neat and safe storage of and orderly manner
all resources
Outdoor Environment
For the school to develop School to work in partnership School funding Commence Nature Play Areas
some Nature Play areas for with P&C and sponsors from Playground 2016 and installed. Student, staff
children to provide and expand on Equipment Reserve fund further and parent feedback.
Natureplay opportunities for Natureplay, stages as
For staff to check the outdoor within the school outdoor furniture, possible Audit and feedback
environment regularly signage / painting, on student use of
Outdoor environment and play crates equipment and staff
For the school to provide spot-checked daily when such as Dress-Ups, observations
benches for the children to equipment is placed Construction, Sand
sit and for use for quiet times Pit Toys Observation and
and for eating recess Investigate outdoor furniture student / staff feedback
and placement in consultation Student leaders to on play
For the school to provide with students and staff coordinate storage By 2017
sandpit toys and equipment and placement of Outdoor storage areas
for the Year 1/2 sandpit and Develop and purchase equipment maintained in a neat
organize a system for taking outdoor play crates for use in and orderly manner
the equipment to the sandpit the Primary School
each day
Staff develop shared Ongoing
For staff to organise and responsibility for maintenance
maintain the outdoor storage and storage of equipment in a
areas neat and safe manner
Inclusive Practices
For teachers to notify Special Weekly plans made available School timetables Ongoing Improved
Needs EAs when programs and shared with staff to and planners made communication and
change or special programs develop appropriate inclusion available well in effective inclusive
are being run (e.g. Special PE practices. Major events advance practices
days) timetabled with advance
notice Schedule of meeting From 2017, Staff, parent and
For the staff to investigate time with EA during timetabled student feedback
ways of making the Early Childhood team to work planning time, weekly
playgrounds more accessible with outside professionals with release time
and inclusive for students with to develop adaptations to discuss and As needed
special needs and modifications to make effectively plan for the
equipment suitable for access week ahead
Sustainability
For the school to develop School and Sustainability School to support By end of School meeting
a sustainability strategy, Committee to work to develop development of 2016 its Sustainability
which embeds sustainable a whole-school strategy. the plan with the targets detailed in the
practices and environmental Sustainability Sustainability plan
responsibility in programs Fence to be moved to make Committee
vegetable gardens accessible Increase in use of the
For teachers to utilise the from the Early Childhood area. Funding for fence 2016 Vegetable Gardens
vegetable gardens from the school
reserves Ongoing
16
Improvements for Quality Area 4
Improvement Strategies Resources Timeline Evaluation
Staff Development and Support
For the school to provide Timetabling and rostering Support for Each Staff feedback and
time for staff to collaborate to take account of providing common DOTT, semester reflection
and support each other collaborative and planning limited additional
time for teams of teachers DOTT and shared Improvement in
For the school to develop planning days as connectedness
a culture of mentoring / School to support negotiated with across the Early
coaching mentoring, coaching and Line Managers Childhood Phase
peer observation
Sharing on the shared Professional Ongoing Increase in access
drive various resources Professional learning Learning and DOTT to peer observation
that are made and support provided to support for peer opportunities
develop a team approach development
Increased use of the
Resources shared through Establishment From 2016 Connect Community
collaborative meetings, and maintenance
Network meetings, and of Connect Improved function of
Connect Community Community the Darling Range
Learning Community
Professional Learning Release time As Early Childhood
supporting Early Childhood for staff to place requested Group
and school priorities is resources on
supported and available Connect
equitably to all staff
Funding for On request
registration and
relief for relevant
professional
learning
18
Improvements for Quality Area 5
Improvement Strategies Resources Timeline Evaluation
Relationships with Children
For teachers to engage Sharing of strategies to Early Childhood Twice per Staff feedback and
with each student ensure each child receives Team Meetings term observation
individually at least once individual attention
per day Funding from Student behavior
Investigation of school playground As identified data and interest
Look at ways to improve further resources and equipment reserves upon survey
recess/lunchtime opportunities to expand Finance
play experiences in the Approval
Primary School
6.1 Respectful supportive relationships with 6.3.2 Continuity of learning and transitions
families are developed and maintained. for each child are supported by sharing
relevant information and clarifying
6.1.1 There is an effective enrolment and responsibilities.
orientation process for families.
6.3.3 Access to inclusion and support
6.1.2 Families have opportunities to be assistance is facilitated.
involved in the service and contribute to
service decisions. 6.3.4 The service builds relationships and
engages with their local community.
6.1.3 Current information about the sevice is
available to families.
6.2 Families are supported in their parenting
role and their values and beliefs about
child rearing are respected.
6.2.1 The expertise of families is recognised
and they share in decision making
about their child’s learning and well-
being.
6.2.2 Current information is available to
families about community services and
resources to support parenting and
family wellbeing.
6.3 The service collaborates with other
organisations and service providers to
enhance children’s learning and well-
being.
6.3.1 Links with relevant community and
support agencies are established and
maintained.
20
Improvements for Quality Area 6
7.1 Effective leadership promotes a positive 7.3.1 Records and information are stored
organisational culture and builds a appropriately to ensure confidentiality,
professional learning community. are made available from the service
and are maintained in accordance with
7.1.1 Appropriate governance arrangements legislative requirements.
are in place to manage the service.
7.3.2 Administrative systems are established
7.1.2 The induction of educators, coordinators and maintained to ensure the effective
and staff members is comprehensive. operation of the service.
7.1.3 Every effort is made to promote 7.3.3 The Regulatory Authority is notified of
continuity of educators and coordinators any relevant changes to the operation
at the service. of the service, of serious incidents and
7.1.4 Provision is made to ensure a suitable any complaints which allege a breach of
qualified and experienced educator legislation.
or coordinator leads the development 7.3.4 Processes are in place to ensure that
of the curriculum and ensures the all grievances and complaints are
establishment of clear goals and addressed, investigated fairly and
expectations for teaching and learning. documented in a timely manner.
7.1.5 Adults working with children and those 7.3.5 Service practices are based on
engaged in management of the service effectively documented policies and
or residing on the premises are fit and procedures that are available at the
proper.
service and reviewed regularly.
7.2 There is a commitment to continuous
improvement.
7.2.1 A statement of philosophy is developed
and guides all aspects of the services
operations.
7.2.2 The performance of educators,
coordinators and staff members is
evaluated and individual development
plans are in place to support
performance.
7.2.3 An effective self-assessment and quality
improvement process is in place.
7.3 Administrative systems enable the
effective management of a quality
service.
22
Improvements for Quality Area 7
Improvement Strategies Resources Timeline Evaluation
Leadership and Management
Comprehensive induction Development of induction Identification of From 2017 New staff survey and
and mentoring for new staff program to complement the lead mentors and reflection
and graduate teachers school process, specific to support people with
Early Childhood appropriate release
Teachers to visit other time to develop and Peer observation
rooms as part of their Peer observation to be built conduct induction uptake, feedback
professional learning into school practices and reflection
DOTT repayment
To improve the Staff and line managers for peer ASAP
performance management to negotiate and schedule observation Staff feedback
process – including follow- follow-up and support to on performance
up meetings achieve agreed goals Clarification of management
Performance From 2017 process
For the learning area Learning Area Committee Management policy
committees to share the meeting minutes to be and process and
minutes of meetings with posted in the School provision of support Accessing the
all staff Connect Community resources as Connect Community
agreed for Learning Area
For a process to be Confidential Declarations Meeting Minutes
developed in order for to be noted on SIS and Placement
staff to ensure/know which student profiles, with lists
of Minutes From 2016
parents have signed the provided to class teachersof Meetings Staff feedback
confidential declarations in Connect on Confidential
Development through Early Community Declaration
For staff to improve their Childhood Team Meetings, recording process
use and understanding of Darling Range Learning Administrative
the Early Years Learning Community and relevant support to obtain, From 2017,
Framework (EYLF) professional learning record and updated Staff confidence
communicate each Term and expertise in
Confidential implementing the
Declarations EYLF
Professional
Learning as On request
identified