REVIEW OF THE OUTDOOR ENVIRONMENT POLICY Serendipity Early Learning Centre

Safety Fencing and barriers which enclose outdoor areas are of a height and design that prevents children of preschool age from going through, over or under them. The barriers will also be designed and maintained to minimise access for unauthorised people and animals. There is adequate shade to protect children from the sun. Ensure that any plants are selected to minimise risks to children. No poisonous or dangerous plants that children can climb will be included in the environment. Aim to provide an environment that is safe and secure. Cover the sandpit when it is not in use. Ensure that climbing equipment is no higher than 1 meter.

Safety The Sun Smart Policy Extreme Fire Danger/Weather Policy (Google.com, 2015) Quality Area 2: Standards 2.1Each child’s health is promoted. 2.2Healthy eating and physical activity are embedded in the program for children. 2.3Each child is protected.

Resources There are enough resources for all children to use that are safe and hygienic Provide suitable resources that are safe Second Paragraph of Philosophy (Google.com, 2015) We surround the child with natural beauty and embrace the use of natural and improvised materials to provide rich sensory experiences and foster creative thinking skills. At Serendipity we aim to support a deep connection with the natural world through the learning environment and relationships with others. These connections we believe will underpin their future interactions with each other and their world and encourage more sustainable living practices.

Resources Early Learning Years Framework The Early Learning Years Framework describes the outdoor environment as offering different possibilities for play that are not available indoors. They suggest that outdoor spaces should have plants, edible plants, sand, rocks, water, mud and other elements of the natural world. Outdoor learning spaces promote open ended exploration, discovery and a connection with the nature that develops environmental awareness and an appreciation for nature. (Google.com, 2015) Quality Area 3 Standards 3.1The design and location of the premises is appropriate for the operation of a service. 3.2The environment is inclusive, promotes competence, independent exploration and learning through play. 3.3The service takes an active role in caring for its environment and contributes to a sustainable future.

Pedagogy Promote the outdoor environment as a space for play and learning Consider diversity when planning the environment Design environments that reflect children’s different abilities Design environments where children can play together Remind children to have their shoes on at all times Control the use of water for water play (Google.com, 2015)

Pedagogy The Early Learning Years Framework The collaboration with children, families and the wider community is seen throughout the Early Years Learning Framework. Outcome 2 “Children are connected with and contribute to their world” is especially relevant children’s sense of identity and wellbeing is formed when they have warm and supportive relationships with the adults and others around them and have the confidence to explore their interests and world. Consulting with children and families on the design and learning spaces within the outdoor environment allows them a sense of ownership and helps to build the confidence of the children who know their interests and ideas are respected and acknowledged. (Google.com, 2015)

Pedagogy The control of water for water play and keeping shoes on at all times could be a concern, it has been shown that rich sensory experiences are crucial for brain development. Children are drawn to the soothing and enjoyable medium of water and sand they can learn many mathematical and environmental concepts while exploring water and sand play. The safety of all the children and staff are of utmost importance but this should be balanced with learning experiences that promote cognitive development, essential skills and rich sensory experiences. The removal of shoes only in the sandpit and the opportunity to explore and experiment with water are two areas which children are drawn to and enjoy while promoting learning through play. (Google.com,2015)

Policy Writing Process Who is involved? Management Directors and Co-Ordinators Staff Families Children Influences Legislation, Children’s Services, Regulations and Rules Management of the Service Specific Legislation Service Structure

Policy Writing Process Begin with Philosophy/Mission It is imperative to understand and refer to the mission/philosophy of the service to ensure the enactment of those elements in the way the service is run. Consider goals and specific influences Goals and influences provide substance for policy considered should be the service type, legislation, specific legislation, management structure and service framework Review policy needs Reviews can be done anytime throughout the year, many services use staff meetings or Quality Improvement meetings to review their policies and consider if they are meeting the requirements of the service and working for staff.

Policy Writing Process Gather resources and research Research and consultations is required to ensure clear sound policies are written. Electronic and written sources that are valid will improve the quality of the policy. Form a policy 'think tank' or work group/sub committee Collaboration with families, children, staff and the wider community will ensure that the policy is relevant to the service and ensure that the policy is thorough. There are many ways to collaborate such as suggestion boxes or surveys. Draft policy Using the information from the research, collaboration and legislation draft the policy using simple language. A well written policy should be easily understood and followed by all staff.

Policy Writing Process Consultation and review of draft At this time the policy can be reviewed and fine-tuned to ensure it works for all children, families and staff. Publish and implement policy Plan the introduction and create awareness of the new policy. This is the time where the policy should show an improvement in implementation and care of the area it covers. Quality of care and education is enhanced and an environment of minimal risk exists. Evaluate policy in action Reflect upon the process and strategies used to develop the policy and review if the policy is working when implemented.