Policy Review of Serendipity Early Learning Centre EDU30008 Introduction to Educational Leadership and Management Assessment 2:Case study and Presentation Aimee Kirkham 585301x

Issues of existing policy Supervision – The goal within the policy is too brief in regard to supervision as it states that “Children will be supervised at all times” Sun safety – Two sun safety measures are identified including providing adequate shade as well as encouraging families and children to be adequately dressed before going outside however this is too brief and more information and other sun safety measures are required. Evidence suggests that childhood exposure to UV radiation contributes significantly to the development of skin cancer in later life (Cancer Council Australia, 2015).

Issues of existing policy Culture - third issue is how culture is conflicted against within the policy. “Consider diversity when planning the environment” and “Remind children to have their shoes on at all times”. Throughout the policy there is a point about considering diversity when planning the environment however this is contradicted when there is another point in the policy that states that they “Remind children to have their shoes on at all times” which is not being considerate of other cultures. This is an issue due to Australia being a multicultural country and many cultures have customs about shoes including Asians who believe it is good health practice to be barefoot (Hones, 2010). Water safety – Ensuring safety is of highest priority while engaging children in water play. Policy currently states “Control the use of water for water play” However more information is required to ensure all children’s safety at Serendipity are maintained as this statement does not indicate safety measures staff must adhere to or recognise regulatory requirements for engaging in water play.

Suggestions for change to supervision Supervision – Goal needs more detail to include information regarding strict abidance of ratios as it is required by law. Policy could include educator to child ratios to provide clear expectations for all staff. Goal changed from “Children will be supervised at all times” to include “Educator to child ratios are to be maintained at all times to ensure child safety through adequate supervision.” National Regulation: 121 - This Division prescribes the minimum number of educators required to educate and care for children National Regulation: 122 - Educators must be working directly with children to be included in ratios National Regulation: 123 - The minimum number of educators required to educate and care for children at a centre-based service is to be calculated in accordance with the following ratios—(a)  for children from birth to 24 months of age—1 educator to 4 children;(b)  for children over 24 months and less than 36 months of age—1 educator to 5 children;(c)  for children aged 36 months of age or over (not including children over preschool age)—1 educator to 11 children; (NSW Legislation, 2014). National Quality Standard (NQS) - Element 2.3 Each child is protected. Element 2.3.1 Children are adequately supervised at all times Element 4.1.1 Educator-to-child ratios and qualification requirements are maintained at all times (Australian Children’s Education & Care Quality Authority [ACECQA], 2013). Relates to Early Years Learning Framework – Outcome 1.1 Children feel safe secure and supported

Suggestions for change to sun safety Sun safety – More information is required within the policy regarding sun safety. Shade protection is listed however further sun safety measures are required. Further information can include: Specifically encouraging families to ensure shoulders are to be covered at Serendipity Early Learning Centre for when children are playing outside. Hats to be worn whilst outside at all times preferably broad rimmed (Cancer Council Victoria, 2015). Sunscreen to be applied on drop off and reapplied at specific times throughout the day by Serendipity staff (Cancer Council Victoria, 2015). Recognising safe times during the day for sun exposure with lower levels of UV levels. Can access Bureau of Meteorology website website or download the SunSmart smartphone app  to access sun safety information each day (Cancer Council Victoria, 2015). Early childhood services across Australia can also be awarded Sun Smart status and acknowledged for their past and ongoing efforts around skin cancer prevention (Cancer Council Australia, 2015). Therefore becoming a sun smart centre would be a positive step in enhancing the sun safety at Serendipity and can be included in the policy to abide sun safety measures. National Law Section 167 – Protection from harm and hazards National Regulation 114 - The approved provider of a centre-based service must ensure that outdoor spaces provided at the education and care service premises include adequate shaded areas to protect children from overexposure to ultraviolet radiation from the sun (NSW Legislation, 2014). National Regulation 168 - (2) Policies and procedures are required in relation to the following— (ii) sun protection (NSW Legislation, 2011). National Quality Framework (NQF) Consideration should be given to ensure there is enough shade over areas for both active and passive outdoor play as shaded areas may be provided by large trees, heavy shade cloth or a solid roof (ACECQA, 2014). NQS Element 3.1.1 - Outdoor and indoor spaces, buildings, furniture, equipment, facilities and resources are suitable for their purpose (ACECQA, 2013). Element 2.3.2 – Every reasonable precaution is taken to protect children from harm and any hazard likely to cause injury (ACECQA, 2013). Element 7.3.5 Service practices are based on effectively documented policies and procedures that are available at the service and reviewed regularly: Health and safety policies and procedures, including: Sun protection (ACECQA, 2013). Standard 7.1 of the Australian professional standards for teachers is, “Meet professional ethics and responsibilities” which further enhances the essential requirement and responsibility of teachers to provide safe learning environments for children such as adequate shade and sun safety practice (Australian Institute for teaching and School Leadership [AITSL], 2014).

Suggestions for change to culture Culture –Throughout the policy cultural competence must be communicated clearly. Suggestions for change include respecting and advocating children’s choice and culture and reminding children to neatly place their shoes and socks away if they wish to take them off and have in the policy that children’s choice about footwear is respected and monitored for safety such as if there are bees or ants found on the ground. This aligns with Serendipity’s philosophy as they support a deep connection with the natural world through the learning environment. NQS Element 1.1 An approved learning framework informs the development of a curriculum that enhances each child’s learning and development… uphold all children’s rights to have their cultures, identities, abilities and strengths acknowledged (ACECQA, 2013). Element 1.1.2 Each child’s current knowledge, identity, culture, abilities and interests are the foundation of the program (ACECQA, 2013). Early Years Learning Framework (EYLF) - When early childhood teachers respect the diversity of families they make curriculum decisions that uphold all children’s rights to have their cultures, identities, abilities and strengths acknowledged (Department of Education, Employment and Workplace Relations [DEEWR], 2009).

Suggestions for change to water play Water play – Policy is to be adjusted to ensure children and staff engage safely in water play and ensuring children are protected from the risks of drowning through appropriate measures including maintaining staff to children ratios, conducting a risk assessment in relation to water hazards and ensuring water used is clean (Edinburgh Early Learning Centre, 2012). National Regulation: 168 (2) (iii), Policies and procedures are required in relation to the following — water safety, including safety during any water-based activities (NSW Legislation, 2014). NQS element 2.3.2 – Every reasonable precaution is taken to protect children from harm and any hazard likely to cause injury (ACECQA, 2013). EYLF – Play spaces in natural environments include plants, trees, edible gardens, sand, rocks, water and other elements from nature. These spaces invite open-ended interactions, spontaneity, risk-taking, exploration, discovery and connection with nature (DEEWR, 2009).

Overarching Policy Review Therefore taking on an overarching holistic policy review also includes reviewing the learning and the philosophy of policy makers and considering all stakeholders. Suggestions for change include adding further information into the goal to include ratios and safety as well as recognising the all areas of child development including physical, social, emotional, spiritual, creative and cognitive as all aspects of learning are intricately interwoven (DEEWR, 2009). It is essential to ensure there is adequate information to guide practice that aligns with legislation, regulation and ethical requirements. The stakeholders within the policy include the staff, children and families within Serendipity early learning centre as all are directly interested and impacted by the policy as the policy guides every day practice and ensuring all areas of development are recognised promotes the wellbeing and development of all children who are major stakeholders at Serendipity. Further suggestions to include in policy: Maintenance checklist – Appendix A in word document Playground checklist – Appendix B in word document National Regulation 103: The approved provider of an education and care service must ensure that the education and care service premises and all equipment and furniture used in providing the education and care service are safe, clean and in good repair (Legislation, 2014). NQS Element 7.3.5 Service practices are based on effectively documented policies and procedures that are available at the service and reviewed regularly: Health and safety policies and procedures, including: Water safety, sun safety (ACECQA, 2013).

Steps for new policy implementation Developing a policy Approaches to developing school policies will vary according to the topic, the size of the school and the school council committee structures. From the governance perspective, the most important thing is considering the impact on all stakeholders when developing or changing a policy. To develop a policy follow the following steps: 1. Identify the issue or topic to be addressed 2. Identify the rationale for the policy 3. Determine who will develop the policy. 4. If the educational leader/manager/school committee/person developing the policy considers it appropriate, the school community is consulted about some or all aspects of the policy. Consultative activity may include: • consultations through a community meeting or through focus groups • distributing a survey to gather views about the topic • distributing a draft policy via the school newsletter for comment. 5. The policy, including the policy statement, action guidelines and review arrangements, is drafted. 6. If appropriate, feedback on the draft policy is sought from those previously consulted. 7. Any feedback is considered and the policy is finalised and recommended to appropriate management for review. 8. Management endorses, endorses as amended or does not approve the draft policy. (State Government Victoria, 2008).

References Australian Children’s Education & Care Quality Authority [ACECQA]. (2013). Guide to the National Quality Standard. Retrieved from http://files.acecqa.gov.au/files/National-Quality-FrameworkResources- Kit/NQF03-Guide-to-NQS-130902.pdf Australian Children’s Education & Care Quality Authority [ACECQA]. (2014). Guide to the Education and Care Services National Law and the Education and Care Services National Regulations 2011. Retrieved from http://files.acecqa.gov.au/files/national- regulations/NQF02%20Guide%20to%20ECS%20Law%20and%20Regs_web.pdf Australian Institute for teaching and School Leadership [AITSL]. (2014). Australian Professional Standards for Teachers. Retrieved from http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list Cancer Council Australia. (2015). National SunSmart Schools Program. Retrieved from http://www.cancer.org.au/preventing-cancer/sun-protection/sunsmart-schools/ Department of Education, Employment and Workplace Relations [DEEWR]. (2009). Belonging, Being & Becoming: The early years learning framework for Australia. Retrieved from http://files.acecqa.gov.au/files/National- Quality-Framework-Resources- Kit/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf Cancer Council Victoria. (2015). Sun protection for babies, toddlers and children. Retrieved from https://www.sunsmart.com.au/communities/parents Edinburgh Early Learning Centre. (2012). Water Safety Policy. Retrieved form http://www.edinburghcollege.vic.edu.au/uploads/documents/elc/POLICY-WATER-PLAY-SAFETY.pdf Hones, J., N. (2010). The Asian custom of removing shoes at the door. Retrieved from http://asianlifestyledesign.com/2010/04/asian-custom-removing-shoes-at-door/ NSW Legislation. (2014). Education and Care Services National Regulations. Retrieved from http://www.legislation.nsw.gov.au/maintop/view/inforce/subordleg+653+2011+cd+0+N State Government Victoria. (2008). Improving School Governance: Policy and Review. Retrieved from https://www.eduweb.vic.gov.au/edulibrary/public/schacc/Policy_Participant_Handbook.pdf