By Karen Mepham

Table of contents Title page: Slide: 1 Table of Contents: Slide: 2 Centre Philosophy: Slide: 3-4 Importance of reviewing policies and procedures: Slide: 5 Outdoor Environment Policy: Slide: 6 Ways to improve the outdoor environment policy: Slide: 7-8 Steps required to update our policies: Slide: 9 References: Slide: 10

Centre Philosophy Background Serendipity is a 75 place, community based, long day care and education setting for children aged between birth and five years. The day to day running of the centre is the responsibility of all educators and is over seen by the centre Director. A Committee of Management made up of the Director, Educational Leader and a group of parent volunteers is responsible for ensuring the centre meets all legislative and regulatory requirements and continues to maintain high quality standards. Philosophy At Serendipity we value the child as a competent and capable learner. We encourage children to make decisions about and have input into all aspects of their learning. We trust that children know their personal capabilities and with support, can make responsible decisions. 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. We believe that positive and trusting relationships lie at the core of a quality educational setting. We value family as a child’s first and most influential teacher. We are guided by socio-cultural approaches to teaching and learning. Our pedagogical decisions and practices are constructed through rich discussions and collaboration with children families and the wider community. We value our diverse community and believe children are strong in culture. We recognise Australia’s First Peoples and are committed to Reconciliation.

Centre Philosophy aims and goals All staff are involved Children are competent and capable learners Children are involved in decision making Support connections with the natural world Sustainable living practices Guided by socio- cultural approaches Value input from wider community Involve diverse cultures

Importance of reviewing policies and procedures Ensure the policies and procedures match the centre’s philosophy Ensure you are keeping up to date with current legislations, regulations and ethical requirements Ensure you are keeping up to date with the 21 st Century Allows all staff to be involved in the process of developing policies

Outdoor environment policy Introduction The physical environment can help to support children’s development and wellbeing. It can contribute to children’s learning and therefore should be carefully considered and planned. Children’s physical and cognitive wellbeing are supported by the outdoor environment. The environment is underpinned by the centre’s philosophy and encourages learning about the natural environment. Goals We will ensure the environment is safe, clean and well maintained. Children will be supervised at all times and strict guidelines will be enforced to support their health and safety. Strategies We will ensure that:  fencing and barriers which enclose outdoor areas 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 are enough resources for all children to use that are safe and hygienic.  there is adequate space in the outdoor environment  there is adequate shade to protect children from the sun. The Nominated Supervisor will:  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  provide suitable resources that are safe  develop guidelines for behaviour that will support children’s health and safety  ensure that climbing equipment is no higher than 1 meter. The Educational Leader will:  promote the outdoor environments as a space for play and learning  aim to provide an environment that is safe and secure  consider diversity when planning the environment  design environments that reflect children’s different abilities  design environments where children can play together. The Educators will:  encourage families and children to be adequately dressed for the weather before going outside  cover the sandpit when it is not in use  remind children to have their shoes on at all times  control the use of water for water play.

Ways to improve the outdoor environment policy Add more goals which reflect our centre philosophy “Providing a rich and diverse range of experiences promoting children’s learning and development” (ACECQA, 2014) Natural Environments and Sustainability- Quality area 3 elements “Sustainable practices are embedded in service operations” and element “children are supported to become environmentally responsible and show respect for the environment” (ACECQA, 2014). Also seen in the code of ethics in relation to children 4. “work with children to help them understand that they are global citizans with shared responsibilies to the environment” and 6. “Create and maintain safe, healthy environments, spaces and places which enhance children’s learning, development, initiative, self-worth, dignity and show respect for their connections (ECA, 2015) Go more in-depth with the strategies Add specific height restrictions to fencing and barriers. In 1926 the Australian standards suggested fencing should be a minimum of 1.2 metres (Department of Education, 2012) Add strategies to promote children’s learning and development, sustainability and the natural environment. Such as Children should be provided with opportunities to explore relationships with living and non-living things (EYLF Outcome 2.4, 2009). Be specific with what adequate space is- The National Regulations state “there should be at least 7 square metres of unencumbered outdoor space” (ACECQA, 2014)

Add that resources should be in good working order Explain what dressing adequately is Add wearing sunscreen and a hat during outside play Add strategies to promote sustainability and support a deeper connection with the natural world

Steps required to update our policies 1. Review all policies and make changes- All staff and board members should be included in this step to ensure you are making objective decisions to create an appropriate policy that is going to work for all at the centre (Rowell, 2006) and that also follow the current regulations. 2. Rewrite the policy- based on staff suggestions, centre philosophy, current legislations, regulations and code of ethics. 3. Implement the policy- ensure all staff read the new policy 4. Re-evaluate the policy- discuss with staff: what works, what doesn't, do we need to change it

References Australian Children’s Education and Care Quality Authority. ( ). The National Quality Standard. Retrieved from quality-framework/the-national-quality-standard Commonwealth of Australia. (2009). Belonging, Being and Becoming. Retrieved from Being-Becoming.pdf Department of Education. (2012). Guide to the Early Childhood Centre and School Age Care Facilities Code Retrieved from Early-Childhood-Centre-and-School-Age-Care-Facilites-Code-2012.pdf Early Childhood Australia Inc. (2015). Early Childhood Australia’s Code of Ethics. Retrieved from publications/eca-code-ethics/ Rowell, P. (2006). Why have policies? Retrieved from articles/Special_Feature_Developing_Policies_Dec06.pdf