LITTLE STAR FAMILY DAY CARE STRENGTHS
OUR STRENGTHS – QA1
Educators have established strong relationships with children, families, and the community which influences the learning program. Educators frequently discuss with parents their child’s progress and parents goals for their children. Educators utilize the EYLF & MTOP to guide their practice as well as their own knowledge of children’s development. Educators gather information from families and observations to support learning and development through planned experiences. Educators collaborate to plan and evaluate children’s learning and reflection implemented experiences.
OUR STRENGTHS – QA2
The service has a philosophy, policies, and procedures in place to guide educators’ daily practice in relation to child health and safety. Policies must be adhered to at all times. Anyone working with children is to have a current WWCC & Police check. First aid, asthma, and anaphylaxis training are up to date and regularly undertaken to ensure knowledge is current and staff is qualified and confident to act if a medical emergency arises. The service is a Munch & Move and Sun Smart registered service. Physical movement and healthy food choices are embedded through displays, educators’ guiding choices, and daily programs.
OUR STRENGTHS – QA3
The care services provide outdoor and indoor spaces that are organized and adapted to support every child’s participation and to engage every child in quality experiences in both built and natural environments. Indoor and outdoor safety checklists are completed daily to ensure all aspects of the environment are safe and well-maintained. The Educators support the children to become environmentally responsible.
OUR STRENGTHS – QA4
All centers ensure child to the educator ratio is adhered to as per the national regulation which is 1:7. Maximum of four children preschool age or under. Each educator holds unique knowledge and experiences as well as a wide area of expertise and skills, The opinion of each Educator is respected, thereby forming an environment where diversity is accepted and welcomed. As such, each particular strength, talent, and interest of individual educators is shared amongst the group, thus providing a supportive foundation that is translated into a positive learning environment for all Educators and children.
OUR STRENGTHS – QA5
Educators strive to establish respectful, caring, and trusting relationships with children in accordance with our philosophy. Educators are supportive and responsive to children and positive, calm, and encouraging in their interactions with children. Through their relationships with children and families educators develop an awareness of the developmental levels and needs of all children. Educators engage in meaningful and caring relationships to develop children’s sense of belonging. Educators promote and respect the dignity and rights of children. Children are supported to treat each other with dignity and respect and children’s preferences are respected.
OUR STRENGTHS – QA6
Families are respected as an important source of knowledge for their children as well as key stakeholders. Families are supported in service decision making and their feedback is requested and encouraged. The service handbook which is available online on the Harmony portal includes information on how to provide feedback, contribute to service decisions, and share their skills to support children’s learning. Through all communication, coordinators support all new and existing families by communicating in their native language to embed a sense of belonging.
OUR STRENGTHS – QA7
The service’s Statement of Philosophy guides all aspects of the service’s operations and is used as a key reference when making decisions about an alteration to everyday practice. This reflects the Educators’ daily practice with children and underpins all aspects of the educational program, which is readily available to children, families, and Educators through the coordination unit including the staff handbook and the parent’s handbook. The philosophy is reviewed on a yearly basis by stakeholders. The educational leader and nominated supervisor provide guidance, support, and feedback to all Educators through home visits, meetings, and staff performance plans.