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Visit Report
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Focus of the Month | QA1 Educational program and practice | QA5 Relationships with children | QA6 Collaborative partnerships with families and communities

1.1.3 | PROGRAM LEARNING OPPORTUNITIES

All aspects of the program, including routines, are organised in ways that maximise opportunities for each child’s learning.

1.3 | ASSESSMENT AND PLANNING

Educators and co-ordinators take a planned and reflective approach to implementing the program for each child.

In relation to QA1, It is an operational expectation that all services document and deliver a quality educational program. Your Coordinator and Educational Leaders are always available to support you in providing a learning program that is thoughtful, deliberate, and meaningful.

Checklist *
Visual check of all registered areas *
Follow-up required

QA2 Children’s health and safety | QA3 Physical environment

2.1.2 | HEALTH PRACTICES AND PROCEDURES

Effective illness and injury management and hygiene practices are promoted and implemented

FAQ’s Cold and Flu – copy attached

Children come into contact with many other children and adults in the Family Day Care environment increasing their exposure to others who may be sick or carrying an infectious illness.

The National Quality Standard requires early childhood education and care services, including Family Day Care Services, to implement specific strategies to minimise the spread of infectious illness and maintain a healthy environment for all children, educators, and families.

We acknowledge the difficulty of keeping children at home or away from childcare when they are sick and the pressures this causes for parents, however our Service aims to minimise the transmission of infectious diseases by adhering to regulations and policies protecting the health of all children, educators, staff, families, and visitors.

Sick Children Policy

The Sick Children Policy is currently under review

2.2.1 | SUPERVISION

At all times, reasonable precautions and adequate supervision ensure children are protected from harm and hazard.

Outings and Transport  

FDC educators text Coastwide FDC on 0416 905 005 on every occasion prior to exiting their service for routine or non-routine outings or transport to advise of the following: 

  •  Educator Name 
  • Date 
  • Service departure and return times 
  • Outing or transport destination 
  • Method of transport – including acknowledging car safety audit completion if using car
  • Names of children participating in the outing or transport 
  • UV index and Air Quality (if known) 

 Excursion and Outings Policy

 

Reminder:

If your service operates:

  • 5 days per week – 3 outings permitted
  • 4 days per week – 2 outings permitted
  • 3 or less days per week – 1 outing permitted

Visitor Attendance Records

Provide a copy of completed Visitor Records to the office for filing and save the original completed Visitor Records

  • Visitors to FDC Residences and Venues Policy 

Focus of the Month | QA4 Staffing arrangements | QA7 Governance and leadership

Critical Reflection

4.2.1 | PROFESSIONAL COLLABORATION

Management, educators, and staff work with mutual respect and collaboratively and challenge and learn from each other, recognising each other’s strengths and skills

EDUCATOR CATCH-UP – SATURDAY JULY 27th, 2024 – Flyer attached with more information

8:30am – 2:30pm – Hunter Region

12:30pm – Lunch at Club Macquarie – as a celebration of our recent Assessment and Rating Exceeding result, Coastwide Child and Family Services will be providing lunch including tea and coffee.

Please RSVP by Friday 14th June to sdaniels@ccfdc.com.au to allow for catering

Carpool options are available and being provided by Coastwide Coordinators – educators who email Tracy and Tamara first will be allocated the spaces.

Please do not request a seat if you are not 100% sure that you will be attending.

5 seats available with Tracy on the Coastwide Bus – leaving & returning Gosford email Tracy tgosson@ccfdc.com.au

4 seats available with Tamara in the Coastwide Car – leaving & returning Kurri Kurri email Tamara tlampe@ccfdc.com.au

7.2.1 | CONTINUOUS IMPROVEMENT

There is an effective self-assessment and quality improvement process in place

Critical Reflection

Exceeding Theme of the National Quality Framework:

Practice is informed by Critical Reflection across all Quality Areas

Key Questions when critically reflecting:

  • What happened?
  • Why did it happen? Contributing factors from all stakeholder positions considered. Include the environment if applicable.
  • Consider the policies and procedures, philosophy, code of ethics, guiding principles of the NQF, UNCRC etc.
  • What strategies am I able to implement to either replicate a positive outcome, or avoid repeating a negative outcome?

 Areas to consider for Critical Reflectionyou do not need to complete each area; the areas are just guidelines for consideration:

  • Children
  • Families
  • Program – including your environment
  • Community Involvement
  • Business/Administration

7.2.3 | DEVELOPMENT OF PROFESSIONALS

Educators, coordinators, and staff members’ performance is regularly evaluated, and individual plans are in place to support learning and development

Professional Development Session – Tuesday, 11th June 2024

Topic: Supporting Children – Trauma Aware Practice including input from one of our educators with extensive experience supporting children with trauma backgrounds  

Time: 6pm

Join Zoom Meeting: https://us02web.zoom.us/j/86896407867?pwd=oUT2LxAveTWVsAat3r5ZhcZaa8dItq.1

Meeting ID: 868 9640 7867

Passcode: 050244 

7.2.3 | DEVELOPMENT OF PROFESSIONALS

Educators, coordinators, and staff members’ performance is regularly evaluated, and individual plans are in place to support learning and development

Learning and Development Plans  

They are to be displayed in your service as evidence of continuous improvement.

 

Quality Improvement Plan (QIP) - Key Improvement Area

  1. Embedding the Revised Frameworks into our program and practice
  2. Embedding sustainable practices driven by the children
  3. Embedding Aboriginal and Torres Strait Islander Perspectives
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