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Families are also given discussion opportunities and are included through reciprocal relationships and shared decision-making.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},393162,1791372408,{"code":4,"msg":82,"data":83},"success",[84,89,94,99,104,109,114,119,124],{"id":85,"doc_module":22,"doc_module_name":25,"category_name":86,"show_sort_weight":87,"slug":88},11,"Presentations",90,"presentations",{"id":90,"doc_module":22,"doc_module_name":25,"category_name":91,"show_sort_weight":92,"slug":93},12,"Resumes",80,"resumes",{"id":95,"doc_module":22,"doc_module_name":25,"category_name":96,"show_sort_weight":97,"slug":98},14,"Invoices",70,"invoices",{"id":100,"doc_module":22,"doc_module_name":25,"category_name":101,"show_sort_weight":102,"slug":103},15,"Posters",60,"posters",{"id":105,"doc_module":22,"doc_module_name":25,"category_name":106,"show_sort_weight":107,"slug":108},16,"Social Media",50,"social-media",{"id":110,"doc_module":22,"doc_module_name":25,"category_name":111,"show_sort_weight":112,"slug":113},17,"Forms",40,"forms",{"id":115,"doc_module":22,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},18,"Letters",30,"letters",{"id":120,"doc_module":22,"doc_module_name":25,"category_name":121,"show_sort_weight":122,"slug":123},21,"Paper Templates",5,"papers-templates",{"id":125,"doc_module":22,"doc_module_name":25,"category_name":29,"show_sort_weight":4,"slug":126},158,"general-158",{"code":4,"msg":82,"data":128},{"doc_id":79,"user_id":129,"nickname":42,"user_avatar":130,"doc_module":22,"category_id":125,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":131,"file_id":132,"file_url":133,"file_type":134,"file_size":135,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":136,"language":137,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":138,"faqs":139,"seo_title":140,"seo_description":12,"update_tm":141,"read_time":142},687197207639,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Quality Improvement Plan for   \nCarol Murray Children's Centre  \n202 0  \nService name  \nCarol Murray Children's Centre (Preschool)  \nService approval number  \nPR-00006069  \nAcknowledgment of Country  \nWe acknowledge the Bindjali  \npeople as the traditional custodians of the lands and waters where our centre is located and recognise their continuing connection to country. We pay our respects to Elders past and present, and extend that respect to all Aboriginal peoples.  \nContext  \nService Context  \nCarol Murray Children's Centre is located in Bordertown, within the District Council of Tatiara.  \nWe offer a Department for Education kindergarten programme and a community based Child Care Centre. The Centre capacity is 72. Kindergarten is offered for 40 weeks of the year, spread over 4 terms. Child Care is available for 50 weeks of the year.  \nWe offer a play-based curriculum for children from birth to five years. The Early Years Framework is used across the site for curriculum planning.  \nPreschool support and bilingual support are available for eligible kindergarten children. Support for eligible children attending child care is available through Inclusion Services.  \nThe Centre priorities include learning in literacy and numeracy.  \nThe Centre has an ongoing commitment to and focus on well-being, sustainability and community engagement.  \nA large primary and a high school are located close to Carol Murray Children's Centre A smaller primary school is located 10 kms from Carol Murray Children's Centre  \nThe district has excellent sporting, health and medical facilities, library and services including a large supermarket, cafés and hotels.  \nPage 2 of 22  \nContext  \nStatement of Philosophy  \nWe provide accessible, high quality education and care services for children which complement the care within the family. We are responsive to the needs of children, families, care givers and the community. We  \n• believe each child is important.  \n• are inclusive  \n• ensure that children are safe, physically and emotionally.  \n• encourage caring respectful relationships with staff and other children.  \n• provide a variety of challenging play based learning experiences and adaptable routines whilst allowing for flexibility within the program.  \n• use innovative and progressive practice through critical reflection.  \n• encourage the development of independence, personal responsibility and well-being.  \n• foster the development of problem solving, negotiation and self-help skills.  \n• encourage respect and sustainability in our world.  \n• foster meaningful engagement with families through reciprocal relationships.  \n• communicate with families about their children through authentic conversations, shared decision making and opportunities for dialogue.  \n• reflect the values of the diverse cultural backgrounds of all families.  \n• actively engage in the wider community.  \nPage 3 of 22  \nQuality Area 1: Educational Program and Practice  \nEvery child is actively and consistently supported to engage in the program. Each child's current knowledge, ideas, culture, abilities and interests are consistently incorporated and actively drive all aspects of the program. Educators value and embrace the emergent curriculum, and are responsive to children's needs. The program, including routines, is organised in ways that maximise each child's involvement and engagement in learning. Every child is actively and consistently supported to engage in the program. Observations and individual learning plans are developed for each child and incorporated into the program and also inform the statement of learning created at the end of the year for preschool children. A clear planning cycle is evident in our programming. Educators' engagement in professional development is ongoing and relates to site priorities. Educators across the site (Kindergarten and child care) work collaboratively and maintain a shared vision for pedagogical approaches.  \nWe understand and value th","cbCaitEA5ynAw0mV","https://ap.wps.com/l/cbCaitEA5ynAw0mV","pdf",3603855,22,"English","# Acknowledgment of Country\n# Context\n## Service Context\n## Statement of Philosophy\n# Quality Area 1: Educational Program and Practice","[{\"question\":\"What programs and learning approach does Carol Murray Children's Centre provide?\",\"answer\":\"The centre offers a Department for Education kindergarten programme and a community-based child care centre. A play-based curriculum is used for children from birth to five years, with the Early Years Framework guiding curriculum planning.\"},{\"question\":\"How does the centre support children’s learning and engagement?\",\"answer\":\"Educators use emergent curriculum and respond to children’s needs, incorporating each child’s knowledge, ideas, culture, abilities and interests into the program. The centre also uses uninterrupted learning time with minimal transition points, supported by observations and individual learning plans.\"},{\"question\":\"How are families involved in the centre’s planning and communication?\",\"answer\":\"Educators share information with families at the start and end of each session and provide parents’ voice through information and a questionnaire at the beginning of the year. Families are also given discussion opportunities and are included through reciprocal relationships and shared decision-making.\"}]","Quality Improvement Plan for Carol Murray Children's Centre 2020 | PDF",1790379631,8]