NATIONAL QUALITY STANDARD

Group Reflection Document

Kindergarten - Year Two

Lead by: Mrs Christine Padua (Assistant Principal) Principal: Mrs Mandy Sheen

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QA 1 Educational Program and Practice
Working Towards/Meeting
Ongoing

Working Towards/Meeting
QA 2 Children’s Health and Safety
Ongoing

Working Towards/Meeting
QA 3 Physical Environment
Ongoing

Working Towards/Meeting
QA 4 Staffing Arrangements
Ongoing

Working Towards/Meeting
QA 5 Relationships with Children
Ongoing

Collaborative Partnerships with Families and Working Towards/Meeting

QA 6
Communities Ongoing

QA 7 Leadership and School Management

Working Towards/Meeting
Ongoing

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 Group Reflection Tool

Quality Area 1: Standard Educational Program and Practice Kindergarten – Year 2

What we do well: Where we need improvement: Am I

Standard 1.1 Program
meeting
The educational program
this
enhances each child’s
standard?
learning and development
YES / NO

Approved learning
framework
Curriculum decision-making
contributes to each child’s
learning and development
1.1.1 outcomes in relation to their
identity, connection with
community, wellbeing,
confidence as learners and
effectiveness as
communicators.
• Opportunities for play and leisure evident through planned and incidental
learning.
Example: including play-based rotations and crafts to learn new sounds for
English. Creating a boat that floats with recycled materials, for the /oa/
sound.
• Modified/differentiated work to nurture students’ strengths and support their
challenges. Enabling ALL students to feel success.
Example: group rotations for English and Mathematics. Like working with
number beyond 120 with one group and focusing on numbers to 20 with
another group.
• Fostering children’s agency by acknowledging student voice and appreciating
student decision-making.
Example: students have set news topics but decide on the day and delivery of
their news. Whether it is supported by visual cues or hands-on props.
• Planned programs based on the WA Curriculum, EYLF and NQS
• Identity and connection to community explored through inquiry units based on
identity eg What makes me special? HASS family units, Geography inquiry
units, RE units
• Confidence as learners and effective communicators promoted during mat
session reflections where students can share their knowledge and connect to
personal experiences.
• Consideration of the Early Years Learning Framework Working
(EYLF) and National Quality Standards (NQS) in my Towards
planned programs.
Example: including EYLF outcomes in my daily work
pads.
• Developing children’s critical thinking by planning for
more open-ended tasks and student-led investigation.
Example: planning activities that may have multiple
correct answers or one answer but multiple ways to reach
that answer.
• National Quality Standards (NQS) in my planned
programs.
Example: including outcomes in my daily work pads as
wiI do with EYLF.
• Developing children’s critical thinking by planning for
more open-ended tasks and student-led investigation.
Example: planning activities that may have multiple
correct answers or one answer but multiple ways to reach
that answer. Putting into action with Year One teacher for
numeracy.
• Focus more on forward planning documents.
• Ensure to highlight key learning links in weekly workpad.

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Child-Centred
Each child’s current
1.1.2 knowledge, strengths, ideas,
culture, abilities and
interests are the foundation
of the program
• Using information about each child and their family, culture and Working
community to inform planning and learning experiences unique to
the children in the class.
Towards
• Empowering children to explore their interests and be curious.
Example: using the school survey data about culture, community
Example: play areas in the class that reflect student interests like dinosaurs, money in the cash
and family to inform teaching practice.
register, dressing up and acting.
• Flexible and inclusive learning environment, by encouraging flexible seating and opportunities • Depth of learning – Eg Maths, Children develop a deep
to learn indoors and outdoors.
knowledge of number by representing understanding of number in
Example: seating choices such as sitting on the mat, wobbly stools, pillows, sensory cushions,
a variety of ways rather than moving on to new concepts, or next
sitting on a chair. year level curriculum.
• Communicating weekly learning goals and achievements to parents/carers via Seesaw, • Learning experiences set up within the classroom to revise learnt
keeping in mind CEWA’s belief that parents/carers are the first educators of their children.
concepts more
• Understanding of Maslow’s Hierarchy of Needs and how students deserve to have their
essential needs like food, shelter and safety met before learning can happen.
• Encourage more parent help encouraged in the classroom.
Example: recognising the priority for students at school is to feel safe and loved, from building
relationships with them and nurturing their uniqueness.
• Incorporating and celebrating all cultures within the classroom
• Empowering children to explore their interests and be curious. through planned programs.
Example: play areas in the class that reflect student interests like animals with blocks for small
worlds and role play in the vets.
• Communicating weekly learning to parents/carers via Seesaw.
• Child centred/developmentally appropriate planning that incorporates prior knowledge,
information provided from assessments and reflection of learning intentions and outcomes
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Program Learning
Opportunities
All aspects of the program,
including routines, are
organized in ways that
1.1.3 maximise opportunities for
each child’s learning.
Additional comments:
• Encouraging students to work collaboratively in group settings and have opportunities to Working
discuss their learning.
Example: students work together in group rotations and are encouraged to engage in relevant
Towards
discussions to learn from each other.
• Regular group rotations for English and Maths, allowing for consistency of teaching and • How can I ensure EA support staff are aware of our daily
learning experiences. program, needs of children, expectations, teaching and learning
Example: group rotations always include one group that works closely with the teacher, experiences?
another group that works independently (or an EA if available), another group that engages in • How do I ensure the at-risk children receive consistent support to
play or craft, and another group where students complete activities on the iPad. assist with their learning?
• Students take on the responsibility of different classroom jobs, changed weekly. • How can I maximize the opportunities for extension of children’s
Example: students help to share out soap for handwashing, turn the lights off to save learning?
electricity, ensure the iPads are being used safely.
• Planning for IEP students to have differentiated learning experiences, appropriate to their • What strategies can I use to improve the communication with staff
interests and IEP learning goals. to enable critical conversations between support teachers and
Example: students on IEPs focus on CVC words on Seesaw, students working at the expected myself regarding
level focus on words with digraphs. o communication if support is not available
• consistency of support
• planned and implemented programs and assessment?
• Differentiation to cater for children’s strengths / weaknesses
• Support provided for literacy and maths using support teachers and EA’s
• Regular group rotations for English and Maths, allowing for consistency of teaching and
learning experiences.
Example: group rotations always include one group that works closely with the teacher,
another group that works independently, another group that engages in play or craft, and
another group where students work with EA>
• Students take on the responsibility of different classroom jobs, changed weekly.
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6
Standard 1.2 Practice Am I meeting this
standard?
What we do well: Where we need improvement:
Educators facilitate and extend each child’s learning
and development YES / NO

• Weekly reflections- things to note for the

following week.
• Promote student wellbeing
Example: following The Smiling Minds program
for mindfulness and emotional regulation, using
the Zones of Regulation for conversation around
students’ feelings.
• Overarching year’s plan for Kindy

Intentional teaching
1.2.1
Educators are deliberate, purposeful and
thoughtful in their decisions and actions
• Planning for the term to allow for integration of learning areas and play.
Also, differentiation, explicit teaching and assessment methods.
• Promote student wellbeing
Example: following The Smiling Minds program for mindfulness and
emotional regulation, using the Zones of Regulation for conversation Working Towards
around students’ feelings.
• Understand that learning can happen through social interactions and
communication.
Example: planning for students to work in groups and take turns to speak
and listen.

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Responsive teaching and scaffolding
1.2.2 Educators respond to children’s ideas and play
and extend children’s learning through open ended
questions, interactions and feedback.
Child directed learning
Each child’s agency is promoted, enabling them to
1.2.3 make choices and decisions that influence events
and their world
Additional comments:
• Provide learning environment that is flexible.
Example: students take turns to sit on Hoki stools (wobbly) as an
alternative to sitting on the mat.
• Using children’s interests as a basis for further learning and exploration.
Example: play area based on students’ interests in dinosaurs.
• Intentionally scaffolding children’s learning.
Example: using the gradual release of responsibility to teach and instruct
students. I do, we do, you do.
• Constant scaffolding of children’s learning through thoroughly planned
programs and learning experiences
• Learning experiences set up within the classroom to revise learnt
concepts.
o Encouraging students to act autonomously.
Example: pictures of what students need to bring into the
classroom each day, displayed near their bags to encourage
independence.
o Encouraging children to make choices and decisions.
Example: providing options when persuasive writing so not all
children have to write about the same thing if they disagree
with it. Children decide which day of the week they’d like to
present their news.
o Support children to make choices about matters that affect
them.
Example: whether they want to complete a task with a partner
or independently.
o Support children to openly express their feelings.
Example: solving friendship disagreements by saying ‘Excuse
me ___. When you did __ and it made me feel ___’
• Using spontaneous ‘teachable moments’ to
enhance children’s play and scaffold their
learning.
• Depth of learning – Eg Maths, Children develop Working Towards
a deep knowledge of number by representing
understanding of number in a variety of ways
rather than moving on to new concepts, or next
year level curriculum.
• Learning experiences set up within the
classroom to revise learnt concepts more
• Implement peer-teaching and use the strengths
of students to help teach the class.
Example: each rotation group could have an
‘expert’ that the students ask for help before
asking a teacher.
Working Towards
• Access to Maths trolley and writing centre –
children choose resources and materials to
assist with their learning.
• Shared planning documents and teacher
reflections and learning at PLC meetings.
Planning documents make available for all staff
to access.
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Standard 1.3 Assessment and Planning
Educators and coordinators take a planned and
reflective approach to implementing the program for
each child
Assessment and planning cycle
Each child’s learning and development is assessed
1.3.1
or evaluated as a part of an on-going cycle of
observation, analysing learning, documentation,
planning, implementation and reflection.
Critical reflections
1.3.2 Critical reflection on children’s learning and
development, both as individuals and in groups,
drives program planning and implantation.
Where we need improvement: Am I meeting this standard?
What we do well:
YES / NO
• Planned programs, differentiation, explicit
teaching and constant assessing
• Learning and feedback shared on
• Keeping a more consistent record of the assessment I
Seesaw
collect.
Example: commenting on student Seesaw Working Towards
activities about what they did well and/or what
• Learning and feedback shared on Seesaw
can be improved. For parent/carer and teacher
use.
• Mapping out my ‘assessment book’ for the year
with formalised assessments documented.
• Making brief notes about challenges and successes.
Example: write down goals and reflect on progress
• Adapting the program to include all children, towards achieving them.
rather than adapting a child to fit the program.
• Using the NQS and AITSL reflection tools.
Example: scribing for students who have
• Creating opportunities for collaborative inquiries as a
difficulty writing. Using the microphone on
team.
Seesaw for students to orally respond and so
Example: working with Bec (PP) to plan goals for
they are not challenged by developing literacy.
mathematics teaching and learning experiences. Working Towards
• PLC sharing
• Support meetings with support teachers to plan for
Example: sharing ICT ideas and examples of
teaching and learning
effective use with colleagues.
• PLC sharing
• Reflecting on experiences which are not
engaging children. • Weekly reflections with coteacher to drive planning
Example: reviewing a child’s IEP to reflect their and teachin
changing interests and appropriate goals.
• Critical reflections on all students learning • Ongoing and consistent NQS reflection? Perhaps 4
weekly meetings with Early Childhood staff?
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 • Informing families about weekly learning objectives
and photos of learning experiences during the week.
Example: sending photos at the end of each week
that match with each learning objective for different
learning areas.
• Parents/carers can view their child’s work and teacher • Informing families about weekly learning objectives
feedback. and photos of learning experiences during the week.
• Detailed report comments. Example: sending photos at the end of each week
that match with each learning objective for different
Information for families Example: I aim to describe what the child has
achieved and what they can do to progress further. learning areas. Working Towards
1.3.3
Families are informed about the program and their • Communication with families via email, phone call
etc.
child’s progress. • I believe I have a solid relationship with the parents
• Detailed report comments. and include outdoor daily communication. However,
Example: I aim to describe what the child has
achieved and what they can do to progress further. touching base with parents who do not get to pick up
their child daily could be improved.
• Communication with families via email, phone call
etc.
• Parent meetings
• Open communication policy with parents
• School newsletter

Additional comments:

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 Quality Area 2: Standard Children’s Health and Safety Kindergarten - Year Two

Standard 2.1 2.1 Health: Where we need improvement:

Are we meeting this
Each child’s health and physical activity is What we do: standard?
supported and promoted.

• Providing a range of active and restful experiences for

Well-being and comfort
Each child’s well-being and comfort is provided
2.1.1
for, including appropriate opportunities to meet
child’s needs for sleep, rest and relaxation.
children.
Examples: regular brain breaks so students do not need
to sit for long periods of time. Relaxing music played
when students have ‘quiet time’
• Space in the classroom with a teepee and cushions to
provide a resting space for students.
• Understanding of Maslow’s Hierarchy of Needs –
people require their basic human needs met such as
food, water and shelter, before they focus on bigger Working Towards
things.
• Communication with parents about children’s needs
• Parent permission / authorization about medication
• Medic Alert File – updated regularly
• Appropriate medication stored in classroom
• First Aid course completed

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Health practices and procedures
Effective illness and injury management and
2.1.2
hygiene practices are promoted and
implemented.
• Teaching students the importance of
regularly washing their hands.
• Access to facial tissues and hand sanitizer
in the classroom and in common areas.
• Student medical information is displayed in
the classroom with their photo.
• Received first aid training.
• Storing asthma puffers and medicinal
creams out of reach of children.
• Display new, bright posters demonstrating hand Working Towards
washing
• Student medical information is displayed in
the classroom with their photo.
• Maintaining a hygienic environment for
children
• Actively supporting children to learn hygiene
practices and hacing access to tissues, wipes,
hand washing, coughing, hand sanitiser)
• Showing ‘glitter germs’ experiments to show
students how germs spre

• Students link RE lessons about growing up

Healthy lifestyle
2.1.3 Healthy eating and physical activity are
promoted and appropriate for each child.
in God’s image to ideas of good health and a
healthy lifestyle.
Example: students discuss nourishing foods.
• Fifteen minutes of fitness each day, where
children often vote which game or sport they’d like
to play for fitness.
• Regular brain breaks to teach children the
importance of physical and mental breaks and
recovery. • Identifying students with less healthy meal options to
teach them about fruit and vegetables. Working Towards
• Encouraging children to eat healthy food
without requiring them to eat food they don’t like
or to eat more than they need.
• Planned program incorporates physical
activity that meets each child’s capabilities and
extends their development, including how it
balances quiet/passive play times with more
energetic outdoor play
• Learning about healthy foods in health

Standard 2.3 Safety Where we need improvement: Are we meeting this

What we do: standard?
Each child is protected.

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Supervision
At all times, reasonable precautions and
2.3.1
adequate supervision ensure children are
protected from harm and hazard.
• Talking about the right to feel safe. Friends,
family, trusted adults. Children discuss signs of
danger.
• Discussing sun safety with children and
modelling sun safety.
Example: sunscreen kept in the classroom and I
wear a hat when outdoors on duty.
• Removing identified hazards.
Example: students were initially misusing scissors
so I put them in a box on my desk to have more
supervised control until students were more • Not enough duty teachers during outdoor
mature and responsible with them. play to follow ratio guidelines when mixed with Working Towards
kindy students.
• Children being supervised in all learning
areas by being in sight and/or hearing of an
educator at all times
• talking with children about safety issues and
correct use of equipment and the environment
and, where appropriate, involving children in
setting safety rules
• adjusting levels of supervision depending on
the area of the learning space used, and the skills,
age mix, dynamics and size of the group of
children supervising
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Incident and emergency management
Plans to effectively manage incidents and
2.3.2 emergencies are developed in consultation with
relevant authorities, practiced and
implemented.
Child Protection
Management, educators and staff are aware of
2.3.3 their roles and responsibilities to identify and
respond to every child at risk of abuse and
neglect.
Additional comments:
• Evacuation plan displayed and emergency
card for a runner to send to the office, is
accessible.
• Parent/carer and emergency contact details
available via SEQTA.
• Spare student roll kept in case of evacuation
or emergency.
• emergency procedures displayed • New emergency map placed prominently. Working Towards
prominently throughout the premises • Laminated emergency roll and texta put up near door.
• access to an operating telephone in
classroom
• emergency telephone numbers displayed
near telephones, parent phone numbers available
through SEQTA
• access to emergency equipment, such as
fire extinguishers
• Evacuation plan available
• Listening and responding to families’
comments about their day-to-day observations of
their child and the events occurring in their lives
• Recording incidents and concerns on
Working Towards
SEQTA, also communicating them with
parents/carers of the child.
• Mandated Protective behaviours taught.
• Completing Mandatory Reporting training.
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 Quality Area 3: Physical Environment Kindergarten - Year Two

Standard 3.1: Design: Where we need improvement:

Are we meeting this
The design of the facilities is appropriate for the What we do: standard?
operation of the school

• Flexible seating options for students.

Fit for purpose
3.1.1 Outdoor and indoor spaces, buildings, fixtures
and fittings are suitable for their purpose,
including supporting the access of every child.
Example: wobbly stools, sensory cushions, pillows.
• Promote understanding and respect for the natural
environment. • Fund raising for new outdoor
Example: students partake in planting and tending to the school equipment that is not too hot in
garden. summer. – added train and mud
Working Towards
• Grouping children to promote learning and development and kitchen to outdoor area and easl
minimise conflict. • Much equipment is old, worn and
Example: grouping students based on their maturity and shared
interests. tired. -replaced most kindy and pp
furniture. -focus on year 2- year 3
and 4 need as priority
• appropriately sized and equipped indoor and outdoor spaces
• a physical environment that is safe and includes adequate
space for solitary play, and for children to work, play and talk
together in small and large groups

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Upkeep
3.1.2
Premises, furniture and equipment are safe,
clear and well-maintained.
Standard 3.2: Use:
The school environment is inclusive, promotes
competence and supports exploration and play
based learning.
Inclusive environment
Outdoor and indoor spaces are organized and
3.2.1
adapted to support every child’s participation
and to engage every child in quality experiences
in both built and natural environments.
• Teaching children where commonly used equipment and play • Replace some kindy furniture Working Towards
items are stored, so they can help organise the classroom.
that is tired and old. -Kindy
• Student jobs cover checking pencils and textas are working, furniture replaced (tick)
tables are cleaned and hands are washed regularly.
Where we need improvement: Are we meeting this
What we do: standard?
• Promoting small and large group interactions.
Example: planning for group rotations and collaborative work.
• storage areas from which
• Height of well-used resources is appropriate to student height, children can access equipment
encouraging student access. and resources that are age
Example: students homework games and books are within reach for and capability appropriate -
students to access independently.
• Children access areas with natural features and constructed
achieved -add
materials. activities outside
Example: encouraging a mix of outdoor and indoor learning.
• Flexible seating options to acknowledge not all children
for more choice
respond best to sitting on the mat. recess lunch
• elements of outdoor and
indoor environments that allow
Working Towards
• Children initiating their own experiences using equipment and for experiences that scaffold
children’s learning and
resources that they can access independently
development and offer
• Children being encouraged to use their senses to explore opportunities for appropriate
natural and built environments risk-taking and risky
• promotes small and large group interactions and meaningful play achieved
play and leisure • children accessing areas with
• natural features such as
facilitate positive interactions between children, educators and plants, trees, edible gardens,
families sand, rocks, mud and water
• educators, setting up and adapting the outdoor environments not only at recess and
to, offer both built and natural features and structures, meet the lunch Achieved in k/PP
range of ages, interests and abilities of all children Working towards for 1-6
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Resources support play-based learning
Resources, materials and equipment allow for
3.2.2
multiple uses, are sufficient in number, and
enable every child to engage in play based
learning.
Environmentally responsible
3.2.3 The school cares for the environment and
supports the children to become environmentally
responsible.
• Provide sensory experiences for children to stimulate curiosity and
respond to diverse sensory needs.
Example: using playdough, beads, moon sand, gem stones, wood. • using outdoor
• Games-based approach to homework. environments not only as
Example: children have access to a ‘library’ of games so they can practise places for children to release
what we have been learning in class with a games approach. energy and engage in physical
activity
• Children express meaning with visual arts, dance, drama and music. Working Towards
Example: using songs to engage students and make memorable learning • Loose parts play
experiences. resources
• Collection of literacy, mathematics and general play-based activities • Imaginative play
resources
• Students use their imagination to create their own games.
Example: access to puppets and dress ups for imaginative play and • Budget needs to be
putting on ‘puppet shows’ spread over all ECE year
groups
Some new equipment, obtained through
• Structuring the outdoor environment so that it is flexible to allow children to fundraising
move resources and equipment to extend learning opportunities
• children participating in
• Children interact with vegetation and the natural environment. environmentally sustainable
practices that support their
Example: gardening with students and connecting the nourishment
engagement with and respect for the
and growth of plants with their own development.
natural environment, increase their
• Knowledge of natural and constructed materials. awareness of the impact of human
Example: HASS unit of work about natural, managed and activity
constructed materials, integrated with speaking and listening for oral
presentations. • educators developing environmental Working Towards
awareness and programs as a
• Developing awareness of sustainability. platform for ongoing environmental
Example: encouraging students to pour clean water into education
plants/garden rather than down the drain.
• Further develop nature
• Student jobs that cover appropriate rubbish disposal. garden space.
• Remove current
• Children exploring insects and animals in their habitats to playground and replace
develop their understanding of biodiversity
all as nature area.
• Remove sandpit due to
white ants.
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Additional Notes:

Quality Area 4: Staffing Arrangements Kindergarten – Year 2

Standard 4.1 Organization of educators

Where we need improvement: Am I meeting this standard?
What we do well:
Staffing arrangements enhance children’s learning
YES / NO
and development.

Organization of educators
Working Towards
4.1.1
The organization of educators across the school
supports children’s learning and development.

• Consistency of staff members in classroom.

Continuity of staff
4.1.2
Every effort is made for children to experience
continuity of educators at the school
• Good communication between staff
members within classroom. Working Towards
• Consistency of relief staff(teachers and
• Children demonstrate their trust and comfort teacher assistants()
with educations by happily responding to then and
having conversations initiated by children.

Standard 4.2 Professionalism

Where we need improvement: Am I meeting this standard?
What we do well:
Management, educators and staff are collaborative,
YES / NO
respectful and ethical.

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Professional Collaboration Management,
educators and staff work with mutual respect
4.2.1 and collaboratively and challenge and learn
from each other, recognizing each other’s
strengths and skills.
Professional Standards
4.2.2
Professional standards guide practice,
interactions and relationships.
• Demonstrates in everyday practice of care, empathy and
respect for children, colleagues and families
• Implementation of the National Quality Standard and • Consistent and ongoing reflection of NQS throughout
other legislative requirements the year – self and with others. Cluster meetings?
• Educators within classroom hold, or are working towards, • Continue to further work with Year 1 and kindy teacher
correct qualifications.
when planning. Working Towards
• Maintaining positive relationships. • Engaging more regularly in team meetings.
• Sharing tasks and offering assistance to one another. • Using Sharepoint as a tool to share planning and
Example: sharing planning ideas and asking how my assessment ideas.
ideas can be improved.
•
• Keeping up to date with staff briefing minutes.
Making changes that reflect taking on feedback and
advice from colleagues. • Communicating important messages to Education
Example: using tips, from colleagues, about teacher- Assistants.
parent communication.
• Showing care, empathy and respect for children,
colleagues and families
• Show professional conduct in interactions and
relationships with children, colleagues, families and
members of the community
• demonstrates a strong drive to learn more regardless of
their experience and current knowledge and skills
• discusses and reflects on the needs of particular Working Towards
children and families
• Displaying care and empathy for children and families.
Example: comfort toys accessible to children in the
classroom who feel the need for a cuddle.
• Reflection about the AITSL Standards, being mindful of
goals to move from a graduate to proficient teacher.
Example: partaking in CEWA-led reflection of how I am
meeting the AITSL standards.
• Professionalism in interactions with families.
Example: not using the names of other children when
meeting with a parent about their child.
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Additional comments:

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 Quality Area 5: Relationships with Children
Standard 5.1 Relationships between
educators and children
Respectful and equitable relationships are
maintained with each child.
Positive educator to child interactions
Responsive and meaningful interactions build
5.1.1 trusting relationships which engage and support
each child to feel secure, confident and
included.
Kindergarten - Year Two
Where we need improvement:
Are we meeting this
What we do: standard?
• Creating a calm and welcoming environment.
• Encourage children to express ideas and feelings and
sharing humour
• responding sensitively and appropriately to all children’s
efforts to communicate
• engaging children in many conversations throughout the
day or session
• Buidling rapport and trusting relationships with
students.
Example: showing genuine interest in students’ stories
and using their strengths to help them grow.
• Ensuring children feel they belong. Working Towards
• Being mindful of distress and children having to adapt to
unfamiliar routines.
Example: understanding Maslow’s hierarchy of needs.
That basic needs like food, water, shelter and safety
must be met before learning occurs.
• Communicating the equal importance of process/effort
and final products/results.
• Modelling appropriate language and manners.
Example: teaching children how to communicate with a
clear but calm manner.
• Providing opportunities for children to make choices.
Example: children wrote to persuade principals to have
a pyjama day, knowing their voice will be heard.
•
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 o Set routines and structure in place.
o Pre-empting potential conflicts or challenging
behaviours by monitoring children’s play and supporting
interactions where there is conflict
o using positive language, gestures, facial expressions
and tone of voice when redirecting or discussing
children’s behaviour with them
o responding promptly to children’s aggressive or bullying
behaviour
o being patient, gentle, calm and reassuring even when
children strongly express distress, frustration or anger
o consistently guiding all children’s behaviour in ways
that:
o are focused on supporting children to develop skills to
self-regulate
Dignity and rights of the child.
5.1.2
o preserve and promote children’s self-esteem Working Towards
The dignity and rights of the child are
maintained.
o Talking to children about the importance of treating
others respectfully and celebrating differences.
Example: learning about people with diverse
appearance and physical ability.
o Encouraging each child’s sense of identity.
Example: reminding children of how unique God made
them.
o Supporting children to reflect on their behaviour and
impact of their actions.
Example: teaching children that simply saying the word
‘sorry’ and truly apologising are different. It means you
won’t repeat the same behaviour and will try to make
better choices.
o Acknowledging children’s feelings.
Example: saying ‘I understand you might be feeling
____. What can I do to help? OR how can we change
this feeling?”

Standard 5.2: Relationships between

What we do: Where we need improvement:
children Are we meeting this
Each child is supported to build and maintain standard?
sensitive and responsive relationships

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 •
• Children work in
small groups for literacy and
numeracy and are often
encouraged to work
collaboratively with peers and
learn from each other.
• modelling for
children explicit strategies to
initiate interactions and join in
play and social experiences with
other children
• engaging in
children’s group play and
projects
• assisting and
• Providing opportunities for children to
supporting children when they
assume leadership roles.
are having difficulty
Collaborative learning understanding or communicating
Example: group work where students have a
Working Towards
5.2.1 Children are supported to collaborate, learn leader/expert to ask questions to.
with each other
from and help each other. • Implementing a ‘buddy program’ with an
upper-primary class.
• Planning for children to experience relaxed
and unhurried moments.
Example: leisure play where children can take
their time to build and create without needing a
specific final product.
• Engaging students in activities that benefit
others.
Example: making cards for Bloodwood Tree, that
went out to families in need to receive with their
meals.
• Using student examples of work, with
permission, to inform students about expectations
and meeting criteria.
• Planning with consideration of students’
strengths and interests.
Example: interest in construction materials so
planning a rotation of building with 2D shapes and
3D objects.

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Self-regulation
5.2.2
Each child is supported to regulate their own
behaviour, respond appropriately to the
behaviour of others and communicate
effectively to resolve conflicts.
Additional comments:
Quality Area 6: Collaborative Partnerships with Families and Communities
• Discussing emotions, feelings and issues of inclusion
and exclusion, fair and unfair behaviour, bias and
prejudice
• encouraging children to listen to other children’s ideas,
consider alternative behaviours and solve problems
together
• talking with children about the outcomes of their actions,
and the rules and reasons for these
• prompting and supporting children to remove
themselves from situations where they are experiencing
frustration, anger or fear
• listening empathetically to children when they express
their emotions and reassuring children that it is normal
to experience positive and negative emotions at times
• Including more role-play of appropriate and
• Promoting the development of emotional-regulation unappropriated behaviors with peers. Also, ways
to solve conflicts between peers without adult
Working Towards
strategies.
Example: teaching children to reflect on their emotions intervention.
with the Zones of Regulation.
• Displaying and discussing relationship posters with
children: trust circle, hi-5 strategies.
Example: talking about close circles of trusted people
and strangers that can be trusted e.g. police.
• Connecting discussions about behaviour with the right
to feel safe and loved.
Example: talking about keeping hands to ourselves and
connecting it to personal space.
• Reassure children that it is normal to feel different
emotions.
Example: explaining with the Zones of Regulation that
all emotions are okay, it is how we managed the
emotions that is important.
• Modelling socially acceptable behaviour and language.
•
Kindergarten – Year 2
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Standard 6.1 Supportive relationships with
families
Respectful relationships with families are developed
and maintained and families are supported in their
parenting role
Engagement with School
6.1.1 Families are supported from enrolment to be
involved in the school and contribute to school
decisions.
Parent views are respected
The expertise, culture, values and beliefs of
6.1.2
families are respected and families share in
decision-making about their child’s learning and
well-being.
Where we need improvement: Am I meeting this standard?
What we do well:
YES / NO
o Promoting a culture of open communication, characterised by
friendly conversations between families and myself
o families and I sharing information about children’s progress,
relationships, interests and experiences both in and outside
the service • Encouraging parents/guardians to
have their say in school surveys.
o Ensuring I am
o creating a welcoming environment for all families in my • Assisting families to develop and Working Towards
classroom maintain a routine for saying goodbye to their
child.
o communicating respectfully and sensitively with all families
o responding to families’ questions, concerns and requests in a • Communication with parents where
English is an additional language or dialect.
prompt and courteous way
o Regular communication with families.
Example: Seesaw messages with photos of activities from the
week.
• Families being informed promptly and sensitively
of any incidents affecting their child
• families and I discussing children’s individual
needs and play preferences and through reports.
• demonstration of an understanding of each child, • Ask families for feedback about their
and each child’s family and community context child’s learning experiences. Working Towards
Example: a survey.
▪ Sending weekly photos on Seesaw to update • Recorded information of each child’s
families on events that had been happening at school. background and preferences.
▪ Sharing successes and achievements with
students’ families.
Example: merit certificates, reading level certificates.
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Families are supported
Current information is available to families about
6.1.3
the school and relevant community services and
resources to support parenting and family well-
being.
• Providing information about community services and
resources in conversations with families
• Updating the Year One section of the
• Assisting families to locate, contact and/or access local school website with relevant information.
community services.
• Informing families of community Working Towards
• Informing parents/guardians about learning objectives for the services and resources to support
week. parenting.
• Feedback on students’ Seesaw activities to clarify success Example: upcoming ‘Paint the town
and future goals. Visible to families. READ’, reading challenges, writing and art
competitions.
• Sending weekly photos on Seesaw to update families on
events that had been happening at school.

Additional comments:

Standard 6.2 Collaborative partnerships Am I meeting this standard?

Collaborative partnerships enhance children’s What I do well: Where I need improvement: YES / NO
inclusion, learning and well-being

• Tour of the school for students starting Year One.

Example: showing them where to line up, toilets, drink
Transitions fountains, undercover area.
6.2.1
Continuity of learning and transitions for each child are • Ensuring that students arriving late sign in at the office • Working with families to manage Working Towards
supported by sharing information and clarifying and parents/guardians sign them out at the office if leaving non-attendance of students.
responsibilities. school early.
• Regular head counts and roll calls when on
excursions.

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Access and participation
6.2.2 Effective partnerships support children’s access,
inclusion and participation in the program.
• working with families, other professionals, therapists
or specialists to ensure the environment and routines are
adapted appropriately to facilitate the inclusion of children
with additional needs
• images, books and resources that reflect children and
people with disabilities as active participants in the
community.
• an environment that reflects the lives of the children and families
• images, books and resources that provide a balanced view of • Programs for individual children
devised by other professionals/therapists
contemporary Australians
informing the program offered at school (eg
• responding positively to the differences in families’ home lives Speech therapist and OT) Yes
and lifestyle choices. Not a lot of access to appropriate
• Encouraging children to engage in play experiences. professionals/therapists.
Example: craft and arts-based learning. Leisure time for students
to explore their interests.
• Accepting feedback and advice from occupational therapists or
other specialists that work with children from my class, to support
their needs.
Example: flexible seating, brain breaks, sensory toys.
• Planning for all students to experience success.
Example: working with parents to create an IEP for their child.
• Referring children with health, physical or intellectual concerns to
appropriate health services.
27
 • Educational incursions to develop children’s
understanding of their local community.
Example: visited by Bloodwood Tree manager to talk about
kindness and helping people in need, Linked to RE.
• Commitment to developing cultural competence.
Community engagement Example: discussing questions and ideas with Lauren
6.2.3 The school builds relationships and engages with its (ATA). Yes
community. • Making cards for people in need and Seafarers away
from their families.
• Connection to St Cecilia’s Catholic Church.
Example: students helping with roles for Sunday Mass.

Additional comments:
•

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 Quality Area 7: Governance of Leadership Kindergarten - Year Two

Where we need improvement:

Standard 7.1 Governance Are we meeting this
Governance supports the operation of a quality school
What we do well: standard?

• Writing an Early Years Philosophy.

Early Years School philosophy and purpose • Early Years Philosophy written by ECE
• Documenting my pedagogical goals and
7.1.1 team in action. Yes
A statement of philosophy guides all aspects of the their purpose.
program.

• Ensuring that I comply compliance with

the National Law, the National Regulations and
the National Quality Standard

Management systems • Communicating referrals and important • Become more familiar with the school’s Working Towards
7.1.2 Systems are in place to manage risk and enable the information to administration so it can be stored Quality Improvement Plan.
effective management and operation of a quality in students’ confidential files.
school. • Storing students’ key assessments and
records in individual files, away from the public
eye.
• Medical information of students with
allergies and asthma, displayed on wall so
relief or new staff can see and be alert.

• Understanding the importance of being a

Roles and responsibilities good role model for children and adhering to Working Towards
7.1.3 Roles and responsivities are clearly defined, and the code of conduct.
understood, and support effective decision making • Being aware scheduled duty times and
rosters.
and operation of the school.

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Additional comments:

30
Standard 7.2 Leadership
Effective leadership builds and promotes a positive
organizational culture and professional learning community
Continues improvement
7.1.5
There is an effective self-assessment and quality
improvement process in place.
Educational Leadership
7.2.1 The educational leader is supported and leads the
development and implementation of the educational
program and assessment and planning cycle.
Development of professionals
Educators, coordinators and staff member’s
7.2.2
performance is regularly evaluated and individual
plans are in place to support learning and
development.
Additional comments:
Where we need improvement:
What we do well:
DWP – Reflections
• Reflection about the AITSL Standards,
being mindful of goals to move from a graduate
to proficient teacher.
Example: partaking in CEWA-led reflection of
how I am meeting the AITSL standards.
• Participation in professional learning
community meetings.
• Participating in PLCs and professional
development sessions.
• Communicating in sensitive ways with
families wanting more information about their
child’s learning and progress.
• Completing IT SMART goals, in
collaboration with Jane (IT leader).
Are we meeting this
standard?
• Regularly identifying new goals and Working Towards
strategies for quality improvement.
Example: using data from AITSL reflections to
set new goals and means to achieve them.
• More regular self-assessments about
how I’m meeting the EYLF.
• Liaising with other ECE teachers to share
planning and feedback.
• Consider further studies in Early Working Towards
Childhood Education.
• Arranging ECE ‘cluster meetings’ to
check-in, evaluate goals and areas in need of
improvement.
• Receive ongoing feedback about
teaching performance, by participating in
teacher-mentoring program. Working Towards
• Documented position descriptions to be
familiar with the responsibilities of all staff
roles.
31