Room Leader’s Goals Templates

The following goals are examples and not an exhaustive list. We suggest you develop goals based
on the issues or problems you’re having in your room/service.

NQS

1.1.1, 1.1.2, 1.2.3, 2.1.1, 2.1.2,
5.1.1, 5.1.2, 5.2.2, 6.1.2, 6.2.1

  • Show children by our actions they can trust us and that we’re always there for them
  • Improve the quality and amount of information on children and families we share with team members
  • Increase our expectations for all children and consistently encourage them
  • Reflect on whether we’re really including each child’s interests in the curriculum
  • Look for the reasons children act inappropriately and never blame the child
  • Change teaching practices to work with each child’s strengths and preferred learning styles
  • Include children in setting rules for the room and outdoor play area
  • Focus more on teaching children about emotions and feelings
  • Increase interactions with children who are quieter and less outgoing than other children
  • Include more activities which are based on children’s cultures and heritage
  • Implement home visit program for new and current children

NQS

6.1.1. 6.1.2, 6.1.3, 6.2.1, 6.2.2,
6.2.3

  • Learn to confidently talk to all parents at drop off and pick up times
  • Learn all parents’ names
  •  Improve the quality and amount of information on children and families we share with team members
  •  Provide more interesting information about each child’s day and learning with their family
  •  Encourage families to share relevant information by discussing child’s daily routines at service, interests, achievements etc
  •  Increase level of family input and showcase it in our curriculum
  •  Advise all families about our complaints procedure and who to contact
  •  Discuss available inclusion support at next staff meeting
  •  Educational Leader to discuss access to inclusion support with relevant families

NQS

6.2.2, 6.2.3

  • Choose several community organisations to develop connections with eg organisations which children or families attend, cultural groups or
    relevant businesses
  • Learn more about local support services and organisations

NQS

2.1.2, 2.2.1, 2.2.2, 2.2.3

  • Properly implement a risk management process – identify, assess, remove/ minimise, monitor
  • Always assess risk of new equipment and activities before involving children
  • Teach children how to safely use equipment and complete activities
  • Learn to immediately remove or reduce an identified risk
  • Understand what effective supervision requires eg constantly supervise children when included in ratios – no phones etc
  • Always tell team members if moving locations or temporarily leaving the room
  • Be able to confidently discuss children’s medical managements and risk minimisation plans
  • Practise our emergency evacuation procedures more often to increase confidence of children and staff
  • Practise all identified emergencies eg lockdowns

NQS

2.2.3

  • Learn to confidently identify the indicators of abuse and neglect
  • Ensure everyone’s aware of service visitors and never leave children alone with them
  • Be aware of what team members are doing and take action if they take children into secluded areas
  • Learn how to report abuse or neglect
  • Ensure educators always speak appropriately in front of children

NQS

3.2.3

  • Include more practices which protect and respect the environment in service operations
  • Include more learning and activities about environmental issues and practices in our curriculum
  • Ask families for clean milk containers and get children involved in planting herbs etc in
    them

NQS

4.2.1, 4.2.2

  • Learn to recognise and use the unique skills and knowledge all team members bring
  • Improve understanding of professional interactions eg appearance, respect,
    interactions, privacy
  • Look for solutions to staffing issues, room routines, cleaning duties etc
  • Speak directly with a team member about issues of concern and tell them how you feel/why this is a problem for you
  • Learn to confidently implement the complaints procedure if there’s still an issue after talking with the person
  • Learn to confidently share knowledge and ideas about teaching practice

NQS

4.1.1, 4.2.1, 4.2.2

  • Improve the level of support and encouragement provided to team members
  • Get all team members to understand that it is everyone’s job to clean and comfort and care for children
  • Improve the level of communication between team members so we all know what’s happening and who may need help
  • Have regular 5-10 minute team meetings

NQS

1.1.1, 1.1.3, 3.2.1, 3.2.2, 5.2.1

  • Increase opportunities for children to share ideas and knowledge
  • Be confident to research issues that I don’t know anything about and learn with the children
  • Rearrange the outdoor spaces so children can engage in small, uninterrupted group play
  • Collect lots of natural resources for loose parts play and bring inside the room

NQS

1.2.1, 1.2.2

  • Become more aware of opportunities for intentional teaching eg as they emerge from daily activities and experiences
  • Educational Leader to highlight cases from previous week’s curriculum/documentation showing educators how they could have implemented intentional teaching

NQS

1.1.1, 1.1.2, 1.2.1, 1.2.2

  • Look for opportunities to extend learning that can go on for days or even weeks
  • Learn to extend learning without relying on equipment eg use children’s relationships and connections with community
  • Educational Leader to highlight cases from previous week’s curriculum/documentation showing educators how they could have extended learning

NQS

1.1.1, 1.1.2, 1.2.1, 2.1.3, 6.1.3

  • Increase the amount of physical activity included in the daily curriculum
  • Learn to recognise the physical activity that is included in daily activities eg cleaning, getting resources, emptying compost
  • Implement new activities eg yoga, dance, ball skills
  • Reduce the amount of time children spend watching TV, YouTube etc at the service
  • Increase the amount of physical activity which offers challenges to children eg climbing trees

NQS

1.1.1, 1.1.3, 1.2.1, 2.1.3, 6.1.3

  • Only eat healthy food in front of children
  • Talk about healthy food more with children eg what makes it healthy, how to cook eat, how it tastes, how to grow it
  • Improve our service veggie garden
  • Implement more cooking activities with children
  • Learn more about the Australian Dietary Guidelines/Infant Feeding Guidelines
  • Review our menu against the Australian Dietary Guidelines/Infant Feeding Guidelines
  • Provide more information to families about healthy eating eg simple and quick recipes, info on salt/sugar

NQS

1.1.3, 1.2.1, 2.1.2, 3.1.2, 6.1.3

  • Improve our knowledge about infection control procedures
  • Learn to always implement infection control procedures
  • Teach children cough, sneeze, nose blowing etiquette
  • Learn when we should be wearing gloves
  • Learn to reduce incidences of cross contamination
  • Learn how to store perishable food properly
  • Learn how long perishable food can be kept at room temperature
  • Increase the number of times the bathroom/toilet is cleaned daily
  • Make sure the room is clean and tidy at the end of every day
  • Develop or improve our cleaning schedules
  • Learn to confidently refuse entry to children who are ill or may have an infectious disease

NQS

2.2.1, 3.1.1, 3.1.2, 3.2.1,
3.2.2, 3.2.3

  • Display a supervision plan ie where educators must stand in the outside play area
  • Sand the wooden cubby house to remove all splinters of wood
  • Ensure all educators know how to clean and maintain the sandpit
  • Replace sliding door so children can move more easily from indoor to outdoor
    environment
  • Implement progressive morning teas which allow children to move freely around environment and activities
  • Design a dry creek bed for outdoor area

NQS

1.3.1, 1.3.2, 1.3.3, 7.2.2

  • Learn to write less but make it more meaningful
  • Learn not to repeat what’s in a photo
  • Learn how to document progress or achievement of learning outcomes
  • Keep portfolios up to date so there is no mad rush at the end of the year
  • Involve children in completing their learning documentation
  • Keep a current record of children’s progress against the learning outcomes
  • Improve the way we display our learning documentation to encourage family
    involvement

NQS

7.1.1, 7.1.2, 7.2.3

  • Look up those policies and procedures we’re not very familiar with
  • Use the ACECQA Guide to the Regulations to become more familiar with the Regulations
  • Use the Use the ACECQA Guide to the NQS to become more familiar with the NQS
  • Make it easier to access our policies and procedures, and the Regs/NQS
  • Develop an organisation chart which clearly shows who everyone reports to
  • Develop a new Statement of Philosophy which is based on our core values

NQS

7.1.1, 7.1.2, 7.1.3, 7.2.1, 7.2.2,
7.2.3

  • Improve our recruitment and induction practices
  • Hold monthly staff meetings for all service staff
  • Invite all staff members to contribute to staff meeting agenda
  • Complete annual professional development appraisals with training plans
  • All staff members can calculate ratio requirements for children at service
  • Improve management systems to ensure staff always have appropriate qualifications and child protection clearances eg diary system and registers maintained
  • Work on Quality Improvement Plan every week
  • All staff contribute to Quality Improvement Plan
  • Progress notes are added to Quality Improvement Plan every week where relevant
  • Improve the security of personal information
  • Ensure that records which are archived for certain periods in line with the Regs are accessible and easy to identify
  • Ensure all staff members know what a serious incident is
  • Ensure all staff members know that complaints about a breach of the law or that the health or wellbeing of children is being compromised must be reported to the Department

NQS

1.3.2, 7.2.1

  • Learn to reflect on better ways to do things during daily activities
  • Learn to think about things as if I was a child, parent, colleague etc – how might I feel, what might I think?
  • Develop a mindset of continuous improvement – there’s always a better way to do things