Policy Review Serendipity Early Learning Centre: The Outdoor Policy January 2015

We are reviewing the Outdoor Policy What’s on the Agenda Legislations and Regulations, National Quality Standard and Early Years Learning Framework Importance of policies Strengths in the outdoor policy Three areas for improvement Stacey Bruce # Assessment 2: Case study and presentation EDU30008 Introduction to educational leadership and management 2

3 Legislations and Regulations, NQS and EYLF The Education and Care Services National Regulations Document that supports the legislation Provides details on a range of operational requirements for an education and care service (ACECQA, 2014). Link to Regulations: National Quality Standard Assist education and care services in how they can meet the obligations under the National Law and National Regulations It provides families with a greater understanding of the services quality of care Brings together the seven quality areas that are important to provide effective care; QA1: Education program & practice, QA2: Children’s health & safety, QA3: Physical environment, QA4: Staffing arrangements, QA5: Relationships with children, QA6: Collaborative partnerships with families & communities and QA7: Leadership and service management (ACECQA, 2013). Link to NQS: Early Years Learning Framework Belonging, Being and Becoming Aim to extend and enrich children’s learning from 0 -5 years Five learning outcomes; 1: children have a strong sense of identity, 2: children are connected with and contribute to their world, 3: Children have a strong sense of wellbeing, 4: Children are involved and active learners and 5: Children are effective communicators. (DEEWR, 2009). Link to EYLF: Stacey Bruce # Assessment 2: Case study and presentation EDU30008 Introduction to educational leadership and management Importance: these documents are recognised nationally and have been produced to ensure centres are meeting standards and providing adequate care

4 Policies Why Every service is different Protects all stakeholders; children, family, staff, carers and management Gives understanding and expectations of the day to day running (Rowell, 2006). Reviewing Polices Living, written document Ensure it is meeting legislative and regulatory requirements Can be updated quickly May need to change to suit beliefs, cultures, values and/or individual needs (Rowell, 2006). Importance Form the foundation of quality practice Supports child care professionals Outlines how, why and what should happen Guides daily work and decision making Promotes the best outcomes for stakeholders (Rowell, 2009). Stacey Bruce # Assessment 2: Case study and presentation EDU30008 Introduction to educational leadership and management

5 Strengths Stacey Bruce # Assessment 2: Case study and presentation EDU30008 Introduction to educational leadership and management Environment and Resources Policy states, it provides a safe, clean and maintained environment and resources, in relation with the National Quality Standard, Quality Area Three; premises, furniture and equipment are safe, clean and well maintained and Quality Area Two; centre produces effective hygiene practices which are promoted and implemented (ACECQA, 2013). Staffing The policy states “children will be supervised at all times.” this complies with the National Quality Standards, Quality Area Four, staffing arrangements, the centre will follow correct educator-to-child ratio and effective staffing arrangements to enhance children learning and development and ensure their safety and wellbeing (ACECQA, 2013). Fencing/Barriers Policy states it ensures fencing and barriers are meeting requirements, ensuring children cannot get out of the centre and minimise access for unauthorised people and animals. This complies with the regulations as it states, the premises will be enclosed by a fence or barrier that is of a height and design that children of preschool age cannot go through, over or under it (ACECQA, 2014).

6 Area for Improvement Stacey Bruce # Assessment 2: Case study and presentation EDU30008 Introduction to educational leadership and management The Issue The policy informs, that an educator will control the use of water for water play. This is a good point, reflecting on sustainability although how is it teaching children and does not correspond with the Centre’s philosophy of encouraging more sustainable living practices. Sustainability New Approach Sustainable Practices For the outdoor policy to link to sustainable practices to teach children about its importance and reflect with the centre philosophy, embedding various sustainable practices within the outside environment, so children can see you can be sustainable in the outside as well as inside environments. This can be achieved by: 1. Water Play: Allocated buckets or large tubs of water to be used for water play only. Inform the children that this is all the eater than can be used for water activates, once the eater is gone there will be no more for the day. 2. Sustainable garden. Create a garden where the children can grow vegetable and fruit, use a compost, worm farm, water catchers to keep the garden alive. 3.Recycling: before throwing things away, brainstorm with the children with how they could recycle or use the materials in play, giving them another use before throwing them away, for instance, boxes can be used for cubby house and tins can be used in the sandpit. National Quality Standard The National Quality Standard, Quality Area Three, states services should take an active role in caring for its environment, contributes to a sustainable future and children are supported to become environmentally reasonable and show respect for the environment (ACECQA, 2013).

7 Area for Improvement Stacey Bruce # Assessment 2: Case study and presentation EDU30008 Introduction to educational leadership and management The Issue The outdoor policy puts a large emphasises on a safe, clean and supervised environment which is an excellent attribute although it is important to strengthen the policy and provide greater detail in relation to children’s learning. Framework The Early Years Learning Framework states play provides opportunities for children to learn, as they create social groups, test out ideas, challenge each other’s thinking and build on new understandings. Children ‘playing’ outside provides a supportive environment where children can ask questions, solve problems and engage in critical thinking, these learning experiences can expand their thinking and enhance their desire to learn (DEEWR, 2009). New Approach Learning Opportunities To strengthen the policy, a new section should be created about children’s learning, what children can achieve for the outside environment This can be achieved by: Creating a new section within the policy: ‘learning opportunities’ Provide details within the section to how learning will occur and why it occurs in the outside environment Provide links to Early Years Learning Framework, National Quality Standards, the centre philosophy and theorists This area for improvement should be brainstormed by all staff, this is what we believe, what we are proud of and how important the outside environment is to children’s learning Outdoor Play Experiences

8 Area for Improvement Stacey Bruce # Assessment 2: Case study and presentation EDU30008 Introduction to educational leadership and management The Issue The policy indicates, educators will provides resources and space for children to play and learn, although it does not state why or how the decisions are made about the play experiences being chosen. Stakeholders should be aware children have a choice with the learning experiences provided and this area will reflect and link to the centre’s philosophy; children have an input into all their aspects of their learning. Framework and National Quality Standard The Early Years learning framework states, children experience belonging, being an becoming in many different ways, as they actively constructs their own understanding and contribute to others learning (DEEWR, 2009). The National Quality Standard states, children’s current knowledge, ideas, culture, ability and interest are the foundation for programming and educators need to respond to children ideas and play and use intentional teaching to scaffold and extend each child's learning (ACECQA, 2013). New Approach Outdoor program The policy needs to state, how the centre will follow and meet the needs and wants of the children which is reflected in the centre’s philosophy, therefore an outside program will be created This can be accomplished by: 1.Placing a board outside 2.Each room review their program and interests for the week 3.Select and outcome/quality area that matches the child’s interest and wish to extend on 4.Write it up on the outside program detailing and linking to outcomes/quality area, program and intentions 5.Set up learning experiences according to program 6.This must be done weekly, every Friday the weeks program should be filed and the next week is ready to go Children's Interests

9 Stacey Bruce # Assessment 2: Case study and presentation EDU30008 Introduction to educational leadership and management Conclusion Brainstorm Please take home the slide show and documents handed out to read and go through. Write your ideas, suggestions and comments regarding the review on the outdoor policy, which needs to be handed in by Monday 2 nd February. Provide details about sustainability practices, you feel we can embed in the outdoor environment and state in the policy. Next Meeting All ideas will be taken into account, the new policy will be written up in accordance to regulations and requirements as well as all stakeholders views and ideas and the new policy will be handed out and talked through at the next meeting.

References 10 Australian Children’s Education and Care Quality Authority. (2014). [ACECQA]. National Regulations. Retrieved January 25, 2015 from Australian Children’s Education and Care Quality Authority. (2013). [ACECQA]. National Regulations. Retrieved January 25, 2015 from Department of Education, Employment and Workplace Relations. (2009). [DEEWR]. Belonging, Being, Becoming. Retrieved January 25, 2015 from Rowell, P. (2006). Why have policies? Retrieved January 25, 2015 from articles/Special_Feature_Developing_Policies_Dec06.pdf Rowell, P. (2009). Ask a child care adviser: policies and procedures in everyday practice. Retrieved 25, 2015 from resources/pcf-articles/ACCA_Policies%20and%20procedures_Jun09.pdf Stacey Bruce # Assessment 2: Case study and presentation EDU30008 Introduction to educational leadership and management