Regular evaluation of performance of all team members leads to individual development plans for continuous improvement. Staff have annual written appraisals which are followed up by a meeting with the director to clarify any issues that may have arisen. There are also open and spontaneous discussions as well as discussions at team meetings. These are imperative and invaluable to continuous performance improvement. Verbal reviews. Educators constantly discuss with the director, the Educational Leader and all team members how to improve planning, recording and programming of the curriculum. Wanting to work smarter and ease the burden of paperwork and its time consuming elements, all staff meet to brainstorm ideas to achieve a positive outcome and performance improvement. Currently the service is focusing on an online programming program to further provide families with access to learning and children’s documentation. All staff decided to adopt this new initiative which was a goal for this year in the service QIP. This has been an ongoing process over the last six months as team members learn new computer skills and become more proficient. This would not have happened if there had been no critical reflection and vision to improve in the digital area. All educators, the director, staff members, families and children contribute to an effective self-assessment. Daily verbal interactions allow for discussions on specific needs of children and all their families. These are effective in improving ongoing service improvement. Some issues are resolved immediately, others require professional input such as parenting questions, school readiness questions, developmental questions. Each term the service runs an evening for parents that answers some of these concerns, listening to other allied professionals outside the service. The results of these seminars support the professional opinion. This builds greater trust between centre’s parents and educators for the decisions that are made to improve the sense of belonging, being, and becoming. This must promote children’s ongoing service improvement. As outlined at Standard 6.1 the centre provides feedback forms covering many areas of the curriculum. These forms also ask specifically where families perceive areas for change and improvement. Spontaneous notes, greeting cards, suggestion box all add to the process of effective self-assessment and quality improvement of the service. considerations Panel’s The panel found there is evidence the service seeks feedback from parents and educators but as noted previously, it is not clear how the service
Regular evaluation of performance of all team members leads to individual development plans for continuous improvement. Staff have annual written appraisals which are followed up by a meeting with the director to clarify any issues that may have arisen. There are also open and spontaneous discussions as well as discussions at team meetings. These are imperative and invaluable to continuous performance improvement. Verbal reviews. Educators constantly discuss with the director, the Educational Leader and all team members how to improve planning, recording and programming of the curriculum. Wanting to work smarter and ease the burden of paperwork and its time consuming elements, all staff meet to brainstorm ideas to achieve a positive outcome and performance improvement. Currently the service is focusing on an online programming program to further provide families with access to children’s learning and documentation. All staff decided to adopt this new initiative which was a goal for this year in the service QIP. This has been an ongoing process over the last six months as team members learn new computer skills and become more proficient. This would not have happened if there had been no critical reflection and vision to improve in the digital area. All educators, the director, staff members, families and children contribute to an effective self-assessment. Daily verbal interactions allow for discussions on specific needs of children and all their families. These are effective in improving ongoing service improvement. Some issues are resolved immediately, others require professional input such as parenting questions, school readiness questions, developmental questions. Each term the service runs an evening for parents that answers some of these concerns, listening to other allied professionals outside the service. The results of these seminars support the centre’s professional opinion. This builds greater trust between parents and educators for the decisions that are made to improve the children’s sense of belonging, being, and becoming. This must promote ongoing service improvement. As outlined at Standard 6.1 the centre provides feedback forms covering many areas of the curriculum. These forms also ask specifically where families perceive areas for change and improvement. Spontaneous notes, greeting cards, suggestion box all add to the process of effective self-assessment and quality improvement of the service. Panel’s considerations The panel found there is evidence the service seeks feedback from parents and educators but as noted previously, it is not clear how the service