- Understanding and Meeting and Exceeding the National Quality Framework Support for you and your team - Collaborative group of Centre Managers - Improve Quality within the centre - Support Centre Manager and the team to reach 'Meeting' or 'Exceeding' the National Quality Framework - Building Relationships within the Centre and building Occupancy by supporting the Centre Manager in tours and the ongoing enrolment and Induction process - Guiding Children's Behaviour, and supporting children with additional needs - Support Writing a Quality Improvement Plan - Supporting the Centre Manager and their team to feel confident and competent in Meeting the National Quality Framework - Hands on Guidance, support, and training for the Centre Manager
Meals Included for In-Person attendees: Includes Morning Tea, Lunch, Afternoon Tea Each Day Gala - Thursday Evening Friday - Working Breakfast
We cover the 7 Quality Area in the National Quality Framework; Early Childhood Development; Theorists; Inclusion Support Plans; Reconciliation Action Plans; Embedding Indigenous Culture within the Program; Writing a Quality Improvement Plan
We cover the below and so much more throughout the 5-day course to help support, train, and guide you.
Breakout groups, paperwork, work booklets, and focus sheets to support you and your team
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