VIP Membership xo
Weekly Tasks emailed to you! xo
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Weekly emails sent to you - see below for everything that is included.
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Weekly emails sent to you + a weekly short video to explain the element and task that needs to be implemented - Perfect viewing to support your teams understanding.
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Weekly tasks delivered to you to help support the centre building Quality.
Receive discount on courses, and retreats.
Services Provided:
Feedback
Thank you for this! I am so excited to share this with our team!’ Cathy – Centre Manager, Toowoomba, QLD
‘Wow! This is exactly what we have been needing!’ – Sue – Centre Manager, Sydney, NSW
“Have already started to implement some of the tasks! Thank you!’ Rebecca – Centre Director, Port Adelaide, SA
‘We look forward to receiving your emails every week and completing the set tasks! So incredibly grateful!’ Centre Co-Ordinator, Kayleigh, Melbourne, VIC
'You have given me the confidence to be a Centre Manager. I have just started in my role, and I am super excited to be able to understand what I need to do to support my Centre and Team!' Centre Manager, Lauren, Brisbane, QLD
QUALITY AREA 1 – Program and Practice:
QUALITY AREA 2 – Children’s Health and Safety:
QUALITY AREA 3 – Physical Environment:
QUALITY AREA 4 – Staffing Arrangements:
QUALITY AREA 5 – Relationships with Children:
QUALITY AREA 6 – Relationships with Families and Communities:
QUALITY AREA 7 – Governance and Leadership:
Receive discount on courses, and retreats.
Services Provided:
- Weekly email:
- Detailing 1 National Quality Framework element per week
- Multiple examples on how to ‘Meet’ the National Quality Framework Element
- Examples on how to ‘Exceed’ the National Quality Framework Element
- Detailed tasks to help you to achieve the above
- We cover the 7 Quality Area in the National Quality Framework
- Early Childhood Development
- Theorists; Inclusion Support Plans
- Reconciliation Action Plans and Embedding Indigenous Culture within the Program
- Writing a Quality Improvement Plan
- Understanding the Early Years Learning Framework
- Theorists in Early Childhood
- STEM - Science, Technology, Engineering, and Mathematics
- Preparing the children for school readiness
- Nature Play
- Time Management
- Reducing Paperwork
- Writing a Support Inclusion Plan
- Working as a team player
- We cover the below (after the Feedback we have received) and so much more throughout the year to help support, train, and guide you.
Feedback
Thank you for this! I am so excited to share this with our team!’ Cathy – Centre Manager, Toowoomba, QLD
‘Wow! This is exactly what we have been needing!’ – Sue – Centre Manager, Sydney, NSW
“Have already started to implement some of the tasks! Thank you!’ Rebecca – Centre Director, Port Adelaide, SA
‘We look forward to receiving your emails every week and completing the set tasks! So incredibly grateful!’ Centre Co-Ordinator, Kayleigh, Melbourne, VIC
'You have given me the confidence to be a Centre Manager. I have just started in my role, and I am super excited to be able to understand what I need to do to support my Centre and Team!' Centre Manager, Lauren, Brisbane, QLD
QUALITY AREA 1 – Program and Practice:
- Coaching, training, and support for your Centre Manager
- Coaching and support for your Educational Leader
- Guiding Educators in daily practices
- Supporting Educators with transitions, daily routines, policies, and procedures for children
- Supporting and coaching Educators to meet all children’s developmental needs
- Supporting and coaching Educators in Program and Practice
- Supporting Educators with engaging with children and creating a language-rich environment
- Supporting Educators and their understanding of Program and Practice and Preparation for Assessment and Rating
- Supporting Educators with Embedding Indigenous Culture within the classroom
- Support with Meeting the National Quality Framework
- Support with Exceeding the National Quality Framework
- Discuss children’s voice and how to embed that within the program
- Communication with families regarding the program
- Support embedding inclusive practices and procedures within the centre
QUALITY AREA 2 – Children’s Health and Safety:
- Sleep checks, nappy checks, indoor, and outdoor environment check
- Support on safe SIDS sleeping – 0-2 classrooms
- Safety Paperwork
- Support with Learning Areas and Indoor and Outdoor Environments
- Training and Coaching for your Educators
- Health and safety practices
- Support guiding Educators on Nappy Changing and Toileting Procedures
- Support managing illness and accident registers
- Support with risk assessments
- Support the team with mandatory reporting and child protection Policies and Procedures
- Review of menu and nutrition at the service
- Support on lunch-box policies if food brought from home
- Supporting Educators to implement physical activity and experiences within the classroom and outdoors
- Support Educators on interactions with children, and supervision within the classroom and outdoor environment
- Support for Sun Safety policies and practices
- Incursions/Excursions
- Support for First Aid for Children
- Emergency Lock Down and Fire Drill practices
- Compliance
QUALITY AREA 3 – Physical Environment:
- Environment
- Equipment and resources
- Safety Check
- Support ensuring that building, resources, and premises are in safe and working conditions
- Support with Risk Assessments
- Support with sustainable practices
- Support Embedding Inclusive Practices within the service
QUALITY AREA 4 – Staffing Arrangements:
- Educator qualifications
- Roster
- Discussions with Educators surrounding consistency of care
- Support and guiding celebrations of Educators skills and diverse cultural backgrounds
- Support guiding interactions with colleagues and Educators
- Support with position descriptions, understanding their roles, the Code of Ethics, and the National Quality Framework
- Attracting and maintaining consistent Educators for your team
- Building morale with Educators
QUALITY AREA 5 – Relationships with Children:
- Support with relationships with children
- Support and guidance to help children to feel safe, secure, and supported
- Support and guidance to show respectful relationships with children
- Support with documentation of children’s learning
- Support and guidance for Educators comforting and supporting children’s strengths, interests, and needs
- Support and guidance for Educators to enable an understanding of the United Nations Rights of the Child
- Support and guidance for Educators further developing their understanding of encouraging children to engage in child-directed, spontaneous, and teacher-directed play and learning
- Support and guidance for Educators to encourage children to regulate their own emotions while encouraging children to feel safe, secure, and supported
QUALITY AREA 6 – Relationships with Families and Communities:
- Support with tours for families
- Orientation for families
- Support gathering feedback from families
- Support guiding strong relationships with families
- Supporting children’s and family’s individual culture and background
- Support guiding Educators with family interactions
- Support guiding Educators to help children feel safe, secure, and supported
- Supporting the Centre Manager and Educators to build relationships within the local community
QUALITY AREA 7 – Governance and Leadership:
- Support and Guidance writing a Centre Philosophy
- Support with the Quality Improvement Plan
- Educators Records
- Children’s records and how long records are to be kept
- Educational Leadership support, guidance, and records
- Responsible Person Log, and Educator sign in and out records
- Regulation 168 compliance and policy
- Regulation 173 – Prescribed information to be displayed
- Support with complaints and grievance procedures
- of Job Description
- Implementation of the Code of Ethics
- Understanding the National Quality Framework, the Early Years Learning Framework and the My Time Our Place Framework
- Induction of Educators at the service
- Educator input and feedback regarding the service
- Self-Assessment from Educators, families, and children
- Implementing and having a Reconciliation Plan
- Implementing a Support Inclusion Plan
- Professional Development for Educators
- Support with Individual Performance Plans for Educators
- Support with Individual Appraisals for Educators