 Policy & Procedure Review Presented by Aimee Hicks (Serendipity Learning, n.d.)

Quality Improvement Plan (QIP) Education and Care Services National Regulations 55 Quality improvement plans Quality improvement plan is prepared for the service that— (a) includes an assessment by the provider of the quality of the practices of the service against the National Quality Standard and these Regulations; and (b) identifies any areas that the provider considers may require improvement; and (c) contains a statement of the philosophy of the service. 56 Review and revision of quality improvement plans The approved provider of an education and care service must review and revise the quality improvement plan for the service having regard to the National Quality Standard (a) at least annually (Commonwealth of Australia, 2011)

 Policies are a plan of action or framework used by an individual or group when working towards a goal or outcome (Gibbs, 2008).  A policy is developed to reflect the centre’s values and is used as a framework for action (Kearns, 2010a).  Policies act as a guide for successful management and operation of the centre by clarifying responsibilities, promoting consistency, managing change and guiding decision making (Kearns, 2010b). Policies Policies give us a framework for action State the how of our philosophy Help to meet legal and regulatory requirements Assist’s in the day to day running of a centre. Ensure that practice and community expectations align Provide unified solutions for issues that may arise. (Gibbs, 2008)

What influences policies? The early childhood setting Legislation and regulation specific to early childhood settings Standards and professional codes that promote best practice in early childhood and other settings Legislation and regulation that educators and others must comply with International Treaties (Waniganayake, Cheeseman, Fenech, Hadley, & Shepherd, 2012, p. 44)

Reviewing policy?  Does it meet national legislation? - Education and Care Services National Law Act 2010 (CoA, 2010) - Education and Care Services National Regulations (CoA, 2011)  Does it meet National Quality Framework? - National Quality Standards (Australian Children’s Education and Care Quality Authority, 2013)  Does it meet Industry Standards? - Building Regulations 2006 (Hulls, 2006) - Staying Healthy (CoA, 2012) - Australian Professional Standards for Teachers (AITSL, 2014)  Does it support learning frameworks? - Early Years Learning Framework (Department of Education Employment and Workplace Relations, 2010)  Does it reflect ethical and moral views? - Code of Ethics (Early Childhood Australia, 2006) - Convention on the rights of the child (UNICEF, n.d.).  Does it reflect our philosophy?  Does it reflect all stakeholder views?

Key Points Our beliefs about children:  Competent and capable learner.  Make decisions about and have input into all aspects of their learning.  Know their personal capabilities and with support, can make responsible decisions  Surround the child with natural beauty and embrace the use of natural and improvised materials.  Support a deep connection with the natural world.  Positive and trusting relationships.  Create rich discussions and collaboration with children’s families and the wider community.

Key Points  Support children’s development and wellbeing.  Encourage learning about the natural environment.  Ensure environment is safe, clean and well maintained.  Supervise at all times.  Strict guidelines will be enforced.  Resources are safe and hygienic.  Climbing equipment is no higher than 1m.  Design environments that reflect children’s different abilities.  Shoes on at all times.  Control the use of water for water play.

Outdoor intro Suggestions for change:  Title change – Purpose or Rational  How does it support learning?  Include other areas of development and learning. Such as creative, language, sustainability etc. Links: National Quality Standards (ACECQA, 2013) Facilities are designed or adapted to ensure access and participation by every child in the service and to allow flexible use, and interaction between indoor and outdoor space. Early Years Learning Framework (DEEWR, 2010) LO 2 Children are connected with and contribute to their world LO 4 Children are confident and involved learners

Suggestions for change:  Incorporate philosophy goals  Children are competent and capable decision makers  Surround the child with natural beauty and embrace the use of natural and improvised materials.  Support a deep connection with the natural world.  Supervision?  Guideline? Links: National Quality Standards (ACECQA, 2013) 3.2 The environment is inclusive, promotes competence, independent exploration and learning through play” Sustainable practices are embedded in service operations Children are supported to become environmentally responsible and show respect for the environment. Code of Ethics (ECA, 2006) 1.4. Work with children to help them understand that they are global citizens with shared responsibilities to the environment and humanity Create and maintain safe, healthy environments, spaces and places, which enhance children’s learning, development, autonomy, initiative, self- worth, dignity and show respect for their contributions Acknowledge children as competent learners, and build active communities of engagement and inquiry. Early Years Learning Framework (DEEWR, 2010) LO 2.4 Children become socially responsible and show respect for the environment LO 4 Children are confident and involved learners

Suggestions for change:  Title change – Committee of management will ensure that:  Restrictive view – barriers and fences – community connections Links: Building Code of Australia (Hulls, 2006) Minimum height is 1200mm and the gaps between pickets is a maximum of 100mm. (Kidsafe NSW, 2012) National Quality Standards (ACECQA, 2013) Facilities are designed or adapted to ensure access and participation by every child in the service and to allow flexible use, and interaction between indoor and outdoor space. Early Years Learning Framework (DEEWR, 2010) LO 2 Children are connected with and contribute to their world Education and Care Services National Regulations (CoA, 2011) r.104 Fencing (1) The approved provider of an education and care service must ensure that any outdoor space used by children at the education and care service premises is enclosed by a fence or barrier that is of a height and design that children preschool age or under cannot go through, over or under it.

Suggestions for change:  Climbing trees – Adventurous play (ECA, 2013)  Guidelines for behaviour?  Resources?  For 3-5years maximum height of is 1.8m is recommended (Kidsafe QLD, 2014)  Fall zone of 2.5m with impact absorbing surface (DEECD, 2012) Links: Early Years Learning Framework (DEEWR, 2010) LO 3.2 Children take increasing responsibility for their own health and physical wellbeing Education and Care Services National Regulations (CoA, 2011) r.103 Equipment is safe for children to use.

Suggestions for change:  Room leaders/ teachers  Restricted by previous  Diversity links  Shared teaching Links: Australian Professional Standards for Teachers (AITSL, 2014) 1.2 Understand how students learn National Quality Standards (ACECQA, 2013) Educators, co-ordinators and staff members work collaboratively and affirm, challenge, support and learn from each other to further develop their skills, to improve practice and relationships. Code of Ethics (ECA, 2006) 1.9. Acknowledge the holistic nature of children’s learning and the significance of children’s linguistic identities National Quality Standards (ACECQA, 2013) Each child’s current knowledge, ideas, culture, abilities are the foundation of the program Early Years Learning Framework (DEEWR, 2010) P 4. Respect for diversity

Suggestions for change:  Limited and restrictive, no involvement in programs or learning  If the premises is safe, clean and well maintained no reason to restrict bare feet  Water Play Links: National Quality Standards (ACECQA, 2013) 3.3 The service takes an active role in caring for its environment and contributes to a sustainable future Sustainable practices are embedded in service operations Children are supported to become environmentally responsible and show respect for the environment. Early Years Learning Framework (DEEWR, 2010) LO 2 Children are connected with and contribute to their world Education and Care Services National Regulations (CoA, 2011) r.168 Education and care service must have policies and procedures… in relation to the following: (iii) water safety, including safety during any water-based activities;

Other considerations  Sustainability & Natural materials mentioned in philosophy  Need to be incorporated into policy  Reference to future Monitoring, Reporting & Reviewing  Include - Creation date of policy/ Next review date  The responsibilities of children and families have not been considered in the current policy.  Include more active roles for families/parents so that they gain an opportunity to be part of the children’s learning.  Community involvement.

Policy review cycle 1. Consider goals and specific influences 2. Review Policy Needs 3. Gather resources and research 4. Think tank 5. Draft policy 6. Consultation and Review 7. Publish and implement policy 8. Evaluate policy (Gibbs, 2008)

Collaboration Management Decision Making Accountability Directors & Co-ordinators Balancing Requirement Regulations Professional Expertise Educators Practical Policy Valid Policy Implementation Families Awareness of Child’s Needs Family values and beliefs Policy Easy to Understand Children Experts in their Play Environment Individual views Effect It is best to develop a policy collaboratively as this allows for greater consultation and sharing of ideas and perspectives (Kearns, 2010a). (Gibbs, 2008)

1. Consider goals and specific influences 2. Review Policy Needs 3. Gather resources and research 4. Think tank 5. Draft policy 6. Consultation and Review 7. Publish and implement policy 8. Evaluate policy (Gibbs, 2008)

Australian Children’s Education and Care Quality Authority. (2013). Guide to the National Quality Standard. Sydney: ACECQA. Retrieved from Australian Institute for Teaching and School Leadership. (2014). Australian Professional Standards for Teachers. Retrieved from Commonwealth of Australia. (2010). Education and Care Services National Law Act Retrieved from Commonwealth of Australia. (2011). Education and Care Services National Regulations. Retrieved from Commonwealth of Australia. (2012). Staying Healthy; Preventing infectious diseases in early childhood education and care services (5th edition). Retrieved from Department of Education Employment and Workplace Relations. (2010). Educators: Belonging, being and becoming: Educators guide to the early years learning framework for Australia. Retrieved from Kit/educators_guide_to_the_early_years_learning_framework_for_australia.pdf DEECD. (2012) Guidelines for School Playgrounds; Playground safety management. Retrieved from Early Childhood Australia. (2006). The Early Childhood Australia, Code of Ethics. Retrieved from References

Early Childhood Australia. (2013). Talking about practice: Adventurous play— Developing a culture of risky play. Early Childhood Australia NQS PLP e-newsletter, 58. Retrieved from: content/uploads/2013/07/NQS_PLP_E-Newsletter_No58.pdf Gibbs, L. (2008). Policy development in early childhood settings : From idea to evaluation. Pademelon Press, NSW. Hulls, R. (2006) Building Regulations Retrieved from 77DE4827BCCA E/$FILE/06-068sr.pdf Kearns, K. (2010a). Frameworks for learning and development (2nd Ed). French Forest, NSW: Pearson. Kearns, K. (2010b). The big picture (2nd Ed). French Forest, NSW: Pearson. Kidsafe NSW. (2012). Education and Care Services; Playground safety. Retrieved from safety/education-and-care-services/ Kidsafe QLD. (2014). Hazards. Retrieved from UNICEF. (n.d.). FACT SHEET: A summary of the rights under the Convention on the Rights of the Child. Retrieved from Waniganayake, M., Cheeseman, S., Fenech, M., Hadley, F. & Shepherd, W. (2012). Leadership; contexts and complexities in early childhood education. South Melbourne, VIC: Oxford. References