Our Quality Areas

At Possum Place Preschool and Early Learning Centre Alstonville, we work within and exceed the national standards for the quality of education and care that we offer the children in our care.

  • In QA 1 there are three standards that focus on the educational program, educational practice and the assessment and planning for each child’s learning and development (ACECQA, 2018).
  • Possum Place’s educational program is based on the Early Years Learning Framework (EYLF), is child-centred and maximises learning opportunities which contributes to children’s development as competent and engaged learners. Through observation, educators gather an understanding of each child as an individual within the group context. Critical reflection on children’s learning and development is undertaken when observing a child in their environment. Developmental summaries are then completed based on observations, educator notes and input from the family. The summaries inform the program and are a reflection on the child’s development for that period.
  • Educators create an ongoing cycle of planning that builds and extends on children’s learning and we continue to document this learning and evaluate this process throughout the program and the child’s individual learning journal.
  • Children are able to contribute to the weekly program, not only through their interests but also through their involvement in creating the program in collaboration with the educators. Educators encourage all children to have their voices heard. Children are involved in the decisions made around the program, this is evident when the children collaborated with educators as too what should be planted in the garden beds and to how best use the outdoor space (for example a rock climbing wall).
  • Opportunities for intentional teaching results from the educator’s knowledge of children’s development and individual interests.
  • Our educators are responsive to their teaching values which provide an environment that scaffolds and extends on each child’s strengths, skills, knowledge, interests and ideas. By allowing children to take ownership of their own learning, promotes children’s agency. Through critical reflection, Educators are informed of children’s assessment and their ongoing planning cycle.
  • Quality Area 2 reinforces children’s right to experience quality education and care in an environment that provides for health and safety. Educators support this when they promote each child’s wellbeing and healthy lifestyle together with supporting children’s confidence, competence and independence.
  • In QA2 there are two standards that focus on children’s health, comfort and wellbeing impacting on their learning confidence and self-growth and the second one that all children have the right to safety and protection from harm. At Possum Place we facilitate this through supervision and effective management of incidences. All educators and staff must have a current NSW working with children check.
  • Policies are in place to ensure the health, safety and wellbeing of children and families enrolled at the centre.
  • Educators encourage a healthy lifestyle for children by guiding families with healthy food choices that they provide for their children. We engage regularly with the ‘Munch and Move’ program https://www.healthykids.nsw.gov.au/campaigns-programs/about-munch-move.aspx
  • All children are provided with opportunities for sleep, rest and relaxation. This practice is informed by the families providing information on the daily routines of their child.
  • We engage in yoga, meditation and listening to CD stories as an alternative of sleep to ensure children are still able to relax and reset for the afternoon’s activities.
  • Sun safety
  • Hygiene practices are embedded in the centre procedures, in particular, hand washing procedures are displayed near taps as well as nappy change procedures and correct ways to disinfect change mats.
  • We use the resources, ‘staying healthy in childcare’ to inform our practices https://nhmrc.gov.au/about-us/publications/staying-healthy-preventing-infectious-diseases-early-childhood-education-and-care-services
  • Through the supervision policy, completing risk assessments supports the protection of the children while they are at Possum Place.
  • At Possum Place the physical environment contributes to the children’s wellbeing, independence and creativity. We provide a diverse range of experiences to promote children’s learning and development. The environment is facilitated to keep children safe and to reduce the risk of injuries.
  • In QA3 there are two standards that focus on the design of our facilities and the use of the physical environment to support children’s experiences.
  • We have a combination of both built and natural environments in both indoor and outdoor play spaces which is appropriately resourced and encourages play-based learning. Although our building is an older building, it is maintained to provide variety for children and also encourages children to become environmentally responsible. We utilise loose part play in planned and spontaneous learning experiences for children to investigate, explore, construct and use their creativity with a range of mediums.
  • We are proud of the ‘homely’ feel we create in the environment at Possum Place.
  • We have a ‘Service Inclusion Plan’ which supports inclusion with additional needs.
  • Sustainable practices is predominant within the centre, in particular recycling of materials, respect for the use of water, turning off lights when not in the room and putting rubbish in designated bins.
  • Possum Place has a mix of qualified and experienced educators who develop warm, respectful relationships with children and families to provide a quality service.
  • QA4 has two standards considering the organisation and professionalism of educators, staff and management. At Possum Place all stakeholders have developed professional and collaborative relationships. We work together for continuous improvement which results in improved learning experiences and outcomes for children. Rostering of staff is carefully considered with regard to qualifications, experiences, primary caregivers being available for age groups and first aid.
  • Educators have opportunities to engage in professional development to support their existing roles and identify areas for improvement with regard to knowledge and practice.
  • Educators work collaboratively to support and guide each other; evidenced through debriefing, sharing ideas and engaging in pedagogical conversations.
  • The regulatory environment that we work in provide a range of documents to support our practice and in particular the Early Childhood Australia Code of Ethics is one such respected document. http://www.earlychildhoodaustralia.org.au/wp-content/uploads/2016/07/ECA-COE-Brochure-2016.pdf
  • Possum Place’s educators develop and continuously promote responsive, warm, trusting and respectful relationships with children resulting in children’s wellbeing, self-esteem, sense of security and sense of belonging. When these relationships are nourished, children more likely explore the environment and engage in play and learning confidently. Educators are passionate to understand each child’s home life, background, culture and their interests. Photographs and work samples of the children are used throughout the service to ensure each family and child feels respected and valued.
  • QA5 has two standards which focus on relationships between educators and children and relationships between children. Supportive and respectful relationships will enable children to develop their confidence and a strong sense of identity, develop effective communication skills, participate in collaborative learning, and begin to regulate their behaviour and learn to negotiate complex social situations and relationships.
  • QA6 supports respectful relationships with families which are fundamental to achieving quality outcomes for children. When partnerships with the community are based on active communication, consultation and collaboration, they contribute to children’s inclusion, learning and wellbeing.
  • QA6 has two standards to assist children’s transition through the early years into school. Authentic family engagement, encourages the active participation of each child and their family in decisions made at Possum Place regarding the educational program. When Educators reflect on inclusive practice, it helps Possum Place to identify and remove any potential barriers to an inclusive environment.
  • Engaging with the community build relationships between children, families and the community they reside in but also encourages children to develop their identity within the context of their community. This practice provides opportunities for children to respect and value diversity.
  • Positive relationships are formed with families through open communication. This reinforces the family’s feeling of belonging and inclusion at the service. Partnerships with families begin upon enrolment, when educators gather information from the child’s profile and face to face communication with families.
  • We work in partnership with our sister centre, “Alstonville Nestle In Education and Care Centre’ which helps build relationships within the community and also supports educators to share ideas and reflect on professional development opportunities. We have built relationships with the local schools through transition to school and school orientation programs as well as having regular visits to the library and excursions related to the program as well as exploring their own community.
  • QA7 has two standards; one focussing on governance and one focusing on leadership. Governance requires a centre philosophy and has systems in place to manage risk and enable the effective management and operation of our service. Roles and responsibilities are clearly defined and understood and support effective decision making within the service. Leadership builds and promotes a positive centre culture and a professional learning community.
  • Through leadership, the continuous improvement across all aspects of the service results in a high-quality service for children and their families.

You can also view our resources and policies.

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