Quality Improvement

Plan
EDFD314: Early Childhood Leadership
Assignment Two
Group Members: Louise, Maddie, Shannon, Bethany & Nathalie

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 Our Service details
Service name Service approval number
9568 9964
Jolly Jumpers Pre-School

Primary contact at service

Maye Rogers

Physical location of service Physical location contact details

Street: 14 Long Street
Suburb: Mont Albert Telephone: 9568 9964
State/territory: VIC Mobile: 0491 365 381
Postcode: 3127 Fax: 9541 6291
Email: maye@jollyjumpers.com
Nominated Supervisor
Name: Maye Rogers
Telephone: 9568 9964
Mobile: 0491 365 381
Fax: 9541 6291
Email: maye@jollyjumpers.com
Postal address (if different to physical location of service)
Street: 14 Long Street
Suburb: Mont Albert
State/territory: VIC
Postcode: 3127

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 Jolly Jumpers Pre-School- Operating hours

Monday Tuesday Wednesday Thursday Friday Saturday Sunday

8am 8am 11am 8am 8am Closed Closed
Children Children Children Children Children
arrive 8.30am arrive 8.30am arrive at arrive at arrive at
12pm 8.30am 8.30am
Opening
time

5pm 5pm 5pm 5pm 2pm Closed Closed

Children Children Children Children Children
leave at leave at leave at leave at leave at 1pm
3.30pm 3.30pm 4.30pm 4.30pm

Closing
time

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 Additional information about Jolly Jumpers Pre-School
Parking, school holiday dates, pupil-free days etc:
The service provides ordinary parking as well as valet.
The centre abides by the Victorians public holidays and school term dates.
There is pupil free day once every term. This is usually scheduled half way through the term. This day provides a day for children
to have a rest and for the educators to re-group and plan.
How are the children grouped at your service?
They are grouped into two groups, based on their parents preferred days and times of attending the centre.
Freckles = Monday 8.30 3.30. Wednesday 12 4.30. Thursday 8.30 12.
Jelly Beans = Tuesday 8.30 3.30. Thursday 1 4.30. Friday 8.30 12.
Position of person(s) responsible for submitting this Quality Improvement Plan
Nominated Supervisor, Maye Rogers.
For family day care services, educators currently registered in the service:

No. of educators: Six Nominated Supervisor: Maye Rogers, 39 Alma Road, Camberwell 3124
Kindergarten Teacher: Scarlett Winter-bottom, 10 Mayston Street, Hawthorn East 3123
Assistant educator: Katherine Winston, 18 Prospect Hill Road, Camberwell 3124
Assistant educator: Sally Whatt, 10 Simpson Street, Camberwell 3124
Chef: Jamie Ramsey, 5 Knife Street, Richmond 3121
Maintenance: John Collins, 18 Davies Street, Clayton 3168

Jolly Jumpers Pre-School Philosophy 4

Jolly Jumpers Pre School Philosophy States:

Children will be provided with the highest quality educational experience.

Children will be provided an environment for them to create, explore and experience the joy of learning.
Children will have control over the direction of their learning.
Children are encouraged to work independently and co-operatively in group environments.
Children come first in all situations.
Children will have a rounded curriculum catering to each childs individual, intellectual, emotional, physical
and social needs.
Children will feel comfortable in a learning environment where their opinions, needs and desires are
important.
Children develop a feeling of self-worth, inner happiness and a sense of belonging.
Children and their familys ideas, interests and suggestions are welcomed.
Recognise and value diverse cultural and religious beliefs.
To promote a family orientated environment.
Provide an environment where the children and their families feel comfortable, accepted and are valued as
individuals.
Staff and families work in partnership to develop the childs fullest potential.
Enhance each childs independence.
Provide a team of highly qualified professionals.
Provide a menu that is nutritious, healthy and one children will enjoy eating.
Provide and maintain a safe and clean environment.

(Essendon Kids, 2015)

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 Quality Area 1: Educational program and
Practice
This quality area of the National Quality Standard focuses on ensuring that the educational program and
practice is stimulating and engaging and enhances childrens learning and development. In school age
care services, the program nurtures the development of life skills and complements childrens
experiences, opportunities and relationships at school, at home and in the community.
Key improvements sought for QA1
Standard 1.1
An approved learning framework informs the development of a curriculum that enhances each childs learning and development.
Element 1.1.2
Each childs current knowledge, ideas, culture, abilities and interests are the foundation of the
program.
Identified issue-
As educators, we believe that every child brings unique cultural backgrounds to the classroom.
Therefore, as educator it is important that we construct and advocate a program that allows
children to bring their diverse cultures into the classroom. Buchanan and Burts (2007)
suggested that providing a program that is culturally appropriate could enhance childrens
motivation for learning. More importantly, bringing childrens diverse cultures and languages
into the classroom, will allow children who are from different ethnicity groups to feel more
included and comfortable within the environment (Buchanan and Burts, 2007).

Prior to building a program that is inclusive to childrens knowledge, ideas and culture, it is clear
that our current program lacks cultural diversity. To elaborate, as educators we felt that we
undermined childrens uniqueness in regards to their knowledge, beliefs and practices. Likewise,
Vygotsky had noted this notion through his cultural-historical theory that prior to a childs birth,
their community has already developed knowledge, beliefs and practices that a child will grow old
with (Davydov & Kerr, as cited in McLachlan, Fleer & Edwards, 2013). Not only is important to be
inclusive to Australias culture, but it is also vital to expose children to other cultures such as
Indigenous, Chinese and Indian cultures. With integrating most international culture and cultural
heritages into the classroom, it will allow us to foster childrens appreciation for different cultures 6
and their traditions (Bauml & Mongan, 2014). Ultimately, providing a program that is culturally
relevant, will allow children to develop new ways of being and make connections between pre-
school, home and their community (Bauml & Mongan, 2014).
Standard/ What outcome or goal do we
element seek?
1.1.2 We seek that all children understand
and respect cultural diversity. We aim
to provide a program where children
learn to accept and understand
others cultural backgrounds, despite
the diverse ethnic groups.
Improvement Plan Area 1
Priority (L/M/H)
It is a medium/high priority that
we improve this standard, as
multicultural education is an
important aspect as it integrates
the concept that all children have
tolerance and understanding
concerning others regardless of
racial, ethnic, or cultural
background; they will have an
equal opportunity and perception
in society. By encouraging the
engagement of various cultural
groups and acknowledging them,
children will begin to transform
society by learning to respect and
appreciate diverse ethnic classes
(Banks 2001; Bennett 1999).
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 How will we get this Children all attain ameasure
Success positive As educators, we By want
when? all Children are
Progress positively
notes
outcome? attitude towards children to feel included from interacting and respecting
Firstly educate staff and ensure all multiculturalism
To know the staffand andrecognise
educators havethe moment they step
Providing into the will
this program variousThecultured
meetingactivities
with staffand
ran
personal misconceptions and that everyone is different but all centre. However, optimistically
been effectively prepared to implement be implemented as of the programs without judgement.
well, most have
biases do not interfere with accepted in society.
the new culturally Children
diverse program we
a want
new this
year goal to be
in 2016. successfully demonstrated
educating children on diverse will also now have an
survey will be given to understand that achieved by mid semester
This would occur prior to the that they can implement a
cultures. education
staff obtainsonpositive
multiculturalism
opinions of (June, 2016).
children commencing at the positive attitude towards
and ensure
cultural all and
diversity biases and are
all biases pre-school for the year having a cultural diverse
discrimination
abolished. is abolished. (January). program.

Inform parents on the importance
of educating children on cultural
diversity to ensure a world free of
discrimination. By informing the
parents allows them to be
involved, have the opportunity to
participate in delivering the
program and act as a primary
educator to their children.
As families enrol their children at the Much like educating the staff, it Posters have prompted
centre, all families will be given an is important that families show conversations between
inclusive plan towards our intentional positive attitudes towards parents and educators
integration of multicultural peoples. cultural diversity before about how they can bring
With this in mind, we would observe commencing pre-school for the the concepts into the home.
and recognise the positive attitudes of year. Therefore, we wish for this
families. More importantly, we will take goal to be met sufficiently by
on feedback from families to ensure January 2016.
that we can met this goal sufficiently.

Thirdly, it is important that children Creates a dialogue between parents The posters and visual Posters have prompted
feel welcomed and culturally and children, can provide to parents representations would be up conversations between
respected from the moment they with the information to incorporate new and displayed at the parents and educators
enter the pre-school this can be cultures and diversity in their home. commencement of the term. about how they can bring
achieved through visual the concepts into the home.
representations such as a poster
stating hello in all languages,
country flags and world maps
displayed in the pre-school, as
well as on the pre-school door.

The culturally diverse program
would then be introduced to the
children through literature.
The children would show an active The literature would be The children displayed
interest in the multicultural literature we provided in the pre-school from interest and engagement
incorporate into the curriculum. They the commencement of term with the literature.
will ask questions and engage with the one. However we expect
literature provided. children engage with the
literature and show in interest
with it by week three of the first
term.

The culturally diverse program
would them be expressed through
implementing cultural toys in the
pre-school. For example
aboriginal dolls. To follow this up
guest speakers and perhaps
The children would actively engage in
and enjoy playing with the culturally
diverse toys. They would also learn
from the guest speaker and participate
in the session by asking questions etc.
The culturally diverse toys
would be implemented at the
commencement of the term.
The guest speaker would be
employed half way through the
term.
The children actively
participated in the session 8
with the guest speaker and
respected the cultural
knowledge they shared.
Quality Area 6: Collaborative partnerships with
families and communities

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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.

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 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 recognized and they share in decision making about their childs learning and wellbeing.
Identified issue-
More often then not, as educator, we are not including families expertise and their input into the
curriculum. To elaborate, their thoughts and ideas that we could benefit from are often diminished and
overlooked. As educators, it is often believed that our views are perceived as more knowledgeable
than those of the parents at our centre. MacNaughton and Hughes (2011) had noted that parents
knowledge was being dismissed as less important than the educators knowledge in regards to
childrens learning and development. Additionally, parents and families values are often silenced when
it came to their childs learning and wellbeing. Educators may silence parents as their professional
knowledge may hold more power and expertise (MacNaughton & Hughes, 2011). As professionals, we
already hold embedded assumptions that parents views should not be acknowledge and therefore we
dont ensure that parents voices are expressed (MacNaughton & Hughes, 2011).

As a collaborative team, we want to find ways that we can involve parents in the decision making
process about their childrens learning and development without our views undermining their
opinions. With this in mind, many of our perceptions were challenged to recognize parents as an
integral influence on childrens learning and wellbeing. Moreover, for an early childhood program to be
effective and have a lasting impact, it would need to involve the childrens parents and families (Jinnah
& Walters, 2008). Throughout resolving our issue, we wish to provide a space that can be welcoming
and inclusive to parents and their families. It is vital that as educators, we communicate with the
parents and families on a regular basis. To elaborate, communicating with the parents will allow us to
build upon a strong partnership that acknowledges the voices of both the educators and the parents
(Reedy & McGrath, 2010). Having mutual respect of knowledge that is communicated is a paramount
aspect in partnerships. OUP (1969) states that empowerment in these relationships is investing
formally with power or authority to authorize their position. Staff may be disrespectful in
communication by dominating the conversation, as they believe the parent may not have the
knowledge to input in the conversation but on the other hand parents may by disrespectful to
teachers. Parents may express their views as an authority figure above the educator by holding the
power and demanding certain tasks for the development of their child. With empowerment holds many
inequalities on both ends as it suggests a powerful and powerless side that does not do justice on the
powerless side. By holding personal power with communication in staff to parent partnerships it forms
this notion of unprofessionalism as the conduct of the conversation would be one-way with one person
holding the decision-making, knowledge and power over the other individual. Informal communication
between staff-parents can be unethical in education practices as it could be in a negative manner. 11
Having a strong staff-parent partnership will decrease parents feelings of silencing. Likewise, it will
create a sense of equality and a division of power that allows parents and staff to work collaboratively
on decisions that will empower the childs learning and wellbeing (Stacey, as cited in Morrow & Malin,
2004).
Improvement Plan Area 6

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 Success measure By when? Progress notes

How will we get this

outcome?
Initially, newsletters will be sent
home to parents and families to
detail the program, events and
provide a general synopsis of what
Standard/
is occurring in the pre-school. This
element
newsletter would include a space
for parents to write any feedback
6.2.1
they have.
A communication book would be
implemented to detail what the
children learnt and experienced in
the day. The book would allow for
parents to comment and leave
feedback.
Next, parents and families would
be invited to come into the pre-
school and share their personal
expertise that relates to the
program.
Parents and families are reading the
Implemented from the beginning Leaving feedback is
newsletters, and providing their
of the term. Successfully encouraged when handing
feedback and input on the program we
achieved when we feel the out the newsletter.
are providing for their children.
majority of parents are providing
What outcome or goaltheir
do feedback.
we Priority (L/M/H)
seek?
We seek to involve parents and This is a high priority as effective,
families in the pre-school to allow the formal and professional
Parents andparents
families aretotaking
feelthe connected
time The communication book will be An between
to the communication email is sent
staffoutand
to all
to read the communication book and organised prior parents
to the parents and
are essential to afamilies to detail
center, as previously we have felt our
leaving comments. They also pose commencement of term one. the use of the communication
questions toprogram
educators on lacked
what they two way successful equal relationship.
book and the importance of
communication. Involving
are reading of what occurred in the day. families leaving feedback.
and parents also allows for their
personal expertise to be included and
This will beenhance the achieved
successfully program. With parents
if Parents and families would The importance of having
parents areandvolunteering
families to participate
involved come
in thein to the pre-school at any parents and families coming
pre-
and shareschool knowledge
children will feel they belong however more in to educate the children
on their stage in the term,
profession, this
more andused
can be to educate
an equal specifically
partnership when
with a their expertise with their personal expertise
children that various parents have is explored in the program. is encouraged.
diverse careers. If parents feel they are
being involved in the learning of their
children or others then this will build a
strong successful relationship of
engaging them in the program.

Parents and families are recognising The roster would be organised An email is sent out to all
A roster would be set up, where the roster and contributing to it by prior to the commencement of parents and families to detail
parents are able to come, sign volunteering their time to come into the term one. the use of the roster and the
up and allocate themselves for a pre-school. importance of volunteering
time to volunteer in a weekly their time.
activities in the pre-school.

Events would be set up where
parents and families are invited to
attend lunch and activities with
their children. Such as mothers /
fathers day breakfasts.
Parents and families are accepting These event would be pre All parents and families are
invitation to attend the events and planned in the lead up to the encouraged to attend the 13
participate in the activities during the significant dates. events.
events.
 References
Banks, J. A. (2001). Cultural diversity and education. Foundations, curriculum, and teaching. Retrieved from http://www.africanafrican.com/

Bennett, C. I. (1986). Comprehensive multicultural education: Theory and practice. Retrieved form http://www.cc.kyoto-su.ac.jp/

Bauml, M., & Mongan, K. (2014). Getting to know you: Sharing time as culturally relevant teaching. Dimensions of early childhood,
42(2), 4-11. Retrieved from https://scholar.google.com.au/

Buchanan, T. K., & Burts, D. C. (2007). Using childrens created cultures: culturally appropriate practice in primary grades. Early
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Essendonkids.com.au,. (2015). Essendon Kids Nursery & Kindergarten. Retrieved from http://www.essendonkids.com.au/philosophy.php

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tools? European Early Childhood Education Research Journal, 15(1), 103-119. Retrieved from
http://www.tandfonline.com/doi/abs/10.1080/13502930601161890#.VgPYNLyqqko

Jinnah, H. A., & Walter, L. H. (2008) Including parents in evaluation of a child development program: relevance of parental involvement.
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%7CA187563341&v=2.1&u=acuni&it=r&p=AONE&sw=w&asid=59712842ffca1c39f47c0150eb9971d1

MacNaughton, G., & Hughes, P. (2011). Parents and professionals in early childhood settings. Maidenhead,
Berkshire: Open University Press.

Morrow, G., & Malin, N. (2004). Parents and professionals working together: turning the rhetoric into reality. Early Years, 24(2), 163-
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OUP (1969) The Oxford English dictionary (Oxford, Oxford University Press). Retrieved from
http://books.google.com.au/

Reedy, C. K., & McGrath, W. H. (2010). Can you hear me now? Staff-parent communication in child care centres. Early Child
Development and Care, 180(3), 347-357. DOI: 10.1080/03004430801908418.

Waniganayake, M., Cheeseman, S., Fenech, M., Hadley, F. and Shepherd, W. (2012). Leadership. Contexts and Complexities in Early
Childhood Education. South Melbourne, Victoria: Oxford University Press.

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