Committee of management presentation Serendipity Early Learning Centre The reviewing of the centre’s philosophy and outdoor environmental policy for the upcoming annual general meeting By the Educational Leader By Michelle Blevin Swinburne University of Technology Assignment two presentation

2 Imaged received from: Outdoor Learning Environments In Early Childhood Settings In South Australia (n.d), Retrieved January , from

To think about from a socio-cultural approach in accordance to the services philosophy Assignment two presentation3 Image received from: Outdoor Learning Environments In Early Childhood Settings In South Australia (n.d), Retrieved January , from

Let’s look at the code of ethics that should be followed by educators before commencing a policy review Assignment two presentation4 Images received from: Early Childhood Australia, Code of Ethics, Retrieved 26 January from, odaustralia.org.au/our- publications/eca-code- ethics/

Highlights of the key policy review for Serendipity Early Learning Centre- Outdoor environment policy and centre’s philosophy A step by step process in reviewing of the outdoor environment policy according to Serendipity Early Learning Centre’s philosophy Assignment two presentation Step 1- Rationale: the aim of this presentation Defending the importance of meeting legislative and regulatory requirements Step 2- the step by step process explanation of the process intended to undertake in preparing the centre’s new policies Step 3- rationale for the approach Step 4- policy preparation process Step 5- ethical considerations in working in partnerships with relevant stake holders Key terms mentioned in this presentation include: Active inclusion of stake holders Educational leader, educators, families Children services central reviewing of policies Further information and website links in this presentation Links to services philosophy

Introducing a National Quality Framework (2014) and Early Years Learning Framework (2009) The Rationale Assignment two presentation6

Policies are a contributing factor which enable families to choose an appropriate childcare setting and the continuity of the operation of the centre and management (Rod, 2013) Backgrounds, goals, strategies, and evaluation allow people of the service to translate value and beliefs in their early learning service through the centre’s policies and philosophy (Waniganayake, et.al, 2012) Assignment two presentation7 Step 1- Rationale: the aim of this presentation Defending the importance of meeting legislative and regulatory requirements (ACECQA, 2014) As mentioned in the centre’s philosophy.. As mentioned in the centre’s outdoor environment policy

Step 1 Rationale: continued.. Step 3- rationale for the approach will be aiming at discussing how the information from the step 2 step by step process is presented in accordance to ethical considerations and relevant legislation with guidance from external stake holders Step 4- ethical considerations should be considered and implemented when working in partnerships with relevant stake holders- the people who make up an early education and care setting. Therefore this slide will be discussing the processes involved in collaborating with others to prepare a new and improved outdoor environment policy (step 5 ethical considerations) (Early Childhood Australia, 2006) Assignment two presentation8 Active inclusion of stake holders: Educational leader, Educators, families, local community Developing a service philosophy (Australian Children’s Education and Care Quality Authority, 2014) Ethics: a part of everyday practice in childcare (March, 2009) Environmental experiences in Child Care (2009)

Assignment two presentation Step 2- the step by step process explanation of the process intended to undertake in preparing the centre’s new policy- the outdoor environment policy Step one- viewing Serendipity Early learning Centre’s philosophy and discussing key points mentioned in it

Rethinking from the right perspective- forming the rationale Assignment two presentation10 State initiative how it shows in the service- (Gibbs, 2008) Every child has the right to- Learning through Play opportunities and gaining new ideas Participation in cultural and artistic activities A curriculum that fosters the promotion of a Natural learning environment Aiming for a vision.. (Rowell, 2006) Supports the Early Years Learning Framework (2009) and National Quality Framework (2014) To focus on the quality of the outdoor learning environment Support planning for children’s learning Inspire children’s respect for their worlds in the outdoor learning environment Image received from: Outdoor Learning Environments In Early Childhood Settings In South Australia (n.d), Retrieved January , from /OLE_Workshop_presentation.pdf /OLE_Workshop_presentation.pdf Quality education learning experiences- getting busy in the garden!

Assignment two presentation11 Key Strengths of service= white Element= National Quality Framework connection Weaknesses of services= yellow Element/standard of the National Quality Framework (2014) Step 2- the step by step process explanation of the process intended to undertake in preparing the centre’s new policies Step two- What are the key strengths and weaknesses of the Serendipity Early Learning Centre’s outdoor environment policy in accordance to the services philosophy? Appropriate governance arrangements are mentioned Standard 7.2 Strengths: There is a commitment to continuous improvement Element Weaknesses: A statement of philosophy is developed and guides some aspects of the service’s operations Element Element Weaknesses: An effective self-assessment and quality improvement process is in place.

Education and Care Services Law A new way of thinking in reviewing centre policies to further form the centre’s outdoor environment strengths Assignment two presentation12 Across Australia there has been the implementation of the education and care services law in 2012 This is part of the Council Of Australian Governments agenda for early childhood (Reid, 2009) The law includes the following documents- National Quality Standards Assessment and ratings National Regulations (Australian Children’s Education and Care Quality Authority, n.d) Image received from: Outdoor Learning Environments In Early Childhood Settings In South Australia (n.d), Retrieved January , from Workshop_presentation.pdf Workshop_presentation.pdf Quality learning experiences- making flower chains and placing water back in a pond..

How it is showed in the outdoor learning environment- further forming outdoor environment strengths Assignment two presentation13 More quality outdoor education learning experiences.. Gardens where children can explore Sandpits and patches The local community and cultural context Pebbles, gravel, and smooth river rocks

To take into account before commencing outdoor environment policy review Assignment two presentation14

The National Quality Standard and the outdoor environment connects Assignment two presentation15 Image received from: Outdoor Learning Environments In Early Childhood Settings In South Australia (n.d), Retrieved January , from

Outdoor supervision as mentioned in the services philosophy Assignment two presentation16 Image received from: Outdoor Learning Environments In Early Childhood Settings In South Australia (n.d), Retrieved January , from How it can be demonstrated in the services teaching and quality practices

Looking through the outdoor environment hazard lens… (Australian Children’s Education and Care Quality Authority, n.d) Assignment two presentation17 Image received from: Outdoor Learning Environments In Early Childhood Settings In South Australia (n.d), Retrieved January , from Connecting the services philosophy- Educators supervising children during the outdoors and water play.

Sample outdoor environment policy Assignment two presentation18 Image received from: Community Child Care Co-Operative, Outdoor Environment Policy, (n.d), Retrieved January , from ccccnsw.org.au/we-content/.../indoor-and-outdoor- environment.pdf

Assignment two presentation Things missing from policy Policy objective Aim/objective Rationale Relevant legislation Relevant definitions Strategies/practices References and resources included in the policy Step 2- the step by step process explanation of the process intended to undertake in preparing the centre’s new policies Step three- identifying things missing from the outdoor environment policy Active inclusion of stake holders- who are they?: Educators Nominated supervisor Educational leader Australian Children’s Education and Quality Care Authority National Quality Framework (2014) Department of Education and communities Early Years Learning Framework (2009 )

Step 2- The step by step process explanation of the process intended to undertake in preparing the centre’s new policies Link to centre’s philosophy continued Assignment two presentation20 Element of the outdoor environment policy: Introduction /goals The outdoor environment should be providing opportunities to take risks and make decisions in their world according to their personal capabilities Element of the outdoor environment policy: introduction /strategies The use of natural and improvised materials should be provided in the outdoor environment policy to support the deep connection to the natural world when engaging in collaborative relationships with; educators, peers and families Link to the outdoor environment policy

Step 3- The rationale for the approach in amending Serendipity Early Learning Services outdoor environment policy in connection with the services philosophy.. Reflecting an overall aim in the aim section Assignment two presentation21 1. The aim: to demonstrate and reflect quality care practices in the outdoor environment policy and services philosophy National Quality Framework (2014) Information can be retrieved from: ational-quality-framework ‘As mentioned in Serendipity Early Learning Centre philosophy’

Reflecting an overall aim in the aim section.. 2. The aim: ‘Aiming to provide partnerships with parents (internal stake holders) element of outdoor environment policy to be fixed: the goals of the outdoor environment policy’ Assignment two presentation22

Step 3- The rationale for the approach- How we do this in the committee of management- comments that will be documented by educators at the educators meeting. This will occur after the educators discuss key strengths in the outdoor policy and what elements 3. The overall aim: to provide a healthy indoor and outdoor environment By reflecting on information in this presentation such as; connection to Safety policies and the National Quality Framework area: physical environment 4. The overall aim: to provide a multi-cultural focus By promoting children’s learning of the Indigenous community as mentioned in the services philosophy and the local community to build trusting relationships Assignment two presentation23 As mentioned in the services philosophy..

Assignment two presentation By Michelle Blevin- Swinburne University of Technology 24 Element of the outdoor policy that needs to be fixed: the Introduction to the policy Strengths/elements that could be changed in the outdoor environment policy 1. Providing relevant regulation/legislation information/links in when creating a reference list: 2. Strategies- How will we do this? (long term/short term and ongoing strategies not just how it is done but evidence also of this) 3. Nominated Supervisor (mentioned as an internal stake holder and responsibilities are listed: centre’s strength) 4. Educators (mentioned as an internal stake holder and responsibilities are listed: centre’s strength) Step 4- The policy preparation process- educators will need to be verbally discussing key strengths and element changes in the outdoor environment policy in an educator meeting when viewing the policy Step one- identifying key strengths outlined in the services philosophy and the outdoor environment policy and the elements/ areas that could be added/extended in the outdoor environment policy

Step 4 continued- Summarising what elements could change when coming to an overall aim/s for the outdoor environment- Connecting and forming rationale Links- The outdoor environment policy and service philosophy Assignment two presentation25 More information that should be provided in the rationale ang goals of the outdoor environment policy according to relevant regulation/legislation/research website links below: This information could be used in the outdoor environment policy goals 1.Natural and improvised materials (as mentioned in centre’s philosophy) Talking about natural Australian flora and fauna to attract natural wild life in the local community of the childcare link to examples of this practice from the community childcare website listed in the stake holders in this page 2.Children form connections to their world through the learning environment as mentioned in the philosophy- By providing sustainable recycled resources in the indoor and outdoor learning area link to examples of this practice in the stake holder section 3.Relationships with others- as mentioned in the centre’s philosophy- Outdoor supervision plan/policy link- in the stake holder section Active inclusion of stake holders: Nominated supervisor, educational leader, educators, families and the local community Community childcare link to environmental sustainability information: ccccnsw.org.au/we- content/uploads/environmental-sustainability.pdf Sustainable resource and recycle practices:www2.canterbury.nsw.gov.au/.../little-green-steps- report.pdf Outdoor supervision information: ncac.acecqa.gov.au/.../pcf.../supervision_in_children's_services_sept05.pdf

Assignment two presentation 26 Key terms (Should be placed in policy) 1. Statutory legislation and considerations 2. Sources (where the information came from) 3. Links to other policies at the children’s services 4. Links to national services regulations 5. Links to National Quality Standards Step 4- policy preparation process Step two- following the aim, identifying key terms that should be outlined in the outdoor environment policy Image received from: Community Child Care Co-Operative, Sample Policies, (n.d), Retrieved January , from mple-policies Link to services philosophy: working in collaboration with families and the wider community

Assignment two presentation27 Step 5- the final step - ethical considerations in working in partnerships with relevant stake holders- the professional teaching standards (Victorian Institute of Teaching, 2015) Service leadership and management (internal stake holders roles) (Gibbs, 2008) Information can be retrieved from: nDocuments/PDF/1543_Code-of- Conduct-June-2008.pdf nDocuments/PDF/1543_Code-of- Conduct-June-2008.pdf orian-teaching-profession-code-of- conduct/Pages/ReadtheCode.aspx Active inclusion of stake holders: Nominated supervisor, educational leader, educators Australian Children’s Education and Care Quality Authority (2014) Quality area 1: Education program and practice Quality area 7: Leadership service and management Victorian Institute of Teaching- Code of conduct 1. Leading colleagues 2. Learning and teaching programs that guide educators 3. Leading initiatives 4. Reviewing policies 5. Accessing professional standards of teachers Summing it all up as professional teachers- looking at teaching practices that should be evaluated in the stakeholders section when drafting and reviewing the outdoor environment policy

The reference list of sources used in this presentation and website link access to websites mentioned throughout this presentation.. Australian Children’s Education and Care Quality Authority, Developing a Service Philosophy (n.d), Retrieved January , from Australian Children’s Education and Care Quality Authority, Environmental Experiences in Child Care, (n.d), Retrieved January , from ncac.acecqa.gov.au/.../Environmental_Experiences_in_Child_Care_Sept Australian Children’s Education and Care Quality Authority, Ethics- a part of everyday practice, (n.d), Retrieved January , from ncac.acecqa.gov.au/.../Ethics_a_part%20_of_everyday_practice_Mar09 Australian Children's Education and Care Quality Authority (ACECQA). (2014). Quality Area 7: Leadership and service management. Retrieved from Australian Children's Education and Care Quality Authority (ACECQA). (n.d.). National Quality Framework Assessment and Rating process. Retrieved from 20process_121108Approved.pdf Australian Children's Education and Care Quality Authority (ACECQA). (2014). National Quality Framework and The National Quality standard.Retreived from Australian Institute for Teaching and School Leadership (AITSL). (2014). Australian Professional Standards for Teachers. Retrieved from Cheeseman, S. (2012) The educational leader. ECA NQS PLP e-newsletter, 33. Retrieved from: content/uploads/2012/05/NQS_PLP_E-Newsletter_No33.pdf content/uploads/2012/05/NQS_PLP_E-Newsletter_No33.pdf 28 Reference list

Cohrssen, C., Church, A. & Tayler, C. (2010). Practice principle 1: Family-centered practice. Victorian early years learning and development framework evidence paper. Retrieved from familycentred.pdf Community Child Care Co-Operative, Outdoor Environment Policy, (n.d), Retrieved January , from ccccnsw.org.au/wp-content/.../indoor-and- outdoor-environment.pdf Community Child Care Co-operative Ltd. NSW (CCCNSW). (n.d.). Sample policies. Retrieved from Department of Education and Early Childhood Development (DEECD). (2014). Policy development and review. Retrieved from ncilpolicy.aspx Department of Education and Early Childhood Development (DEECD). (n.d.). Policy and review: Improving school governance. Retrieved from book.pdf familycentred.pdf Assignment two presentation29

Reference list and website links from the presentation continued.. Community Child Care Co-operative, Environmental Sustainability, (n.d), Retrieved January , (n.d), from ccccnsw.org.au/wp-content/uploads/environmental-sustainability.pdf Community Child Care Co-Operative, Sample Policies, (n.d), Retrieved January , from Department of Education Employment and Workplace Relations for the Council of Australian Governments [DEEWR]. (2009). Belonging, being and becoming: The early years learning framework for Australia. Retrieved from early_years_learning_framework_for_australia.pdf Department of Education Employment and Workplace Relations for the Council of Australian Governments [DEEWR]. (2009). Belonging, being and becoming: The early years learning framework for Australia. Retrieved from early_years_learning_framework_for_australia.pdf Early Childhood Australia (ECA). (2006). Early Childhood Australia Code of Ethics. Retrieved from content/uploads/2014/07/code_of_ethics_-brochure_screenweb_2010.pdf early_years_learning_framework_for_australia.pdf early_years_learning_framework_for_australia.pdf Assignment two presentation30

Reference list continued.. Reid, A. (2009). Is this a revolution?: A critical analysis of the Rudd government's national education agenda (Doctoral dissertation, Australian Curriculum Studies Association) Rodd, J. (2013). Leadership in early childhood: the pathway to professionalism (4th ed.). Berkshire, England: Open University Press Gibbs, L. (2008). Policy development in early childhood settings: From idea to evaluation. Pademelon Press, NSW Rowell, P. (2006). Why have policies? Retrieved from articles/Special_Feature_Developing_Policies_Dec06.pdf articles/Special_Feature_Developing_Policies_Dec06.pdf Waniganayake, M., Cheeseman, S., Fenech, M., Hadley, F. & Shepherd, W. (2012). Leadership; contexts and complexities in early childhood education. South Melbourne, VIC: Oxford Wong, S., Press, F., Sumsion, J. & Hard, L. (2012). The Collaborative Practice in Victorian Early Years Services; 10 project sites. Retrieved fromhttps:// praceyservices.pdf Assignment two presentation31

Thank you for joining the committee of management presentation By Michelle Blevin Swinburne University of Technology Assignment two presentation32