Serendipity Early Learning Centre Presentation by – Tammy Donovan

Quality Improvement Plan  Recent reviews of the centres policies and procedures have been undertaken.  An ongoing cycle of planning and review is essential to quality improvement (ACECQA, 2013).  Effective “service leadership and management should have well- documented policies, procedures and records, shared values, clear direction, and reflective practices to enable the service to function as a learning community” (ACECQA, 2013).  Several policies and procedure have been identified that no longer align with the centres philosophy statements.

Outdoor Environment Policy  The centre provides a strong outdoor policy focused on children’s safety, health and wellbeing. And demonstrates many strengths.  During the review some issues were identified between the policy and philosophy statement. With further investigation and consideration of these issues, the issues can be rectified which will strengthen the centres policy and philosophy statement.

Identified Issues - Climbing Equipment  The maximum one meter height of climbing equipment is one issue that has been identified.  Suitable height limit for children under three years of age (DECD, 2006), for over 3year old children is height 1.5 meters (DEECD, 2012).  Image courtesy of teach and play. Retrieved from 134

The children services regulations suggest that children have access to “developmentally appropriate equipment suitable for the educational or recreational program” (Chief Parlimentary Council, 2009). National Quality Standards (NQS) quality area 3, states that resources, materials and equipment ensure appropriate implementation of the program and ensures access and participation by every child in the service (ACECQA, 2013).

Identified Issues - Philosophy and Policy  A strength of the Serendipity philosophy is surrounding the child with natural beauty and embrace the use of natural and improvised materials supporting a deep connection with the natural world and underpinning interactions with their world and supporting sustainable practices (Swinburne Online, 2014). Connection with the natural environment and promoting sustainability is also supported by the NQS quality area 3, standard 3.3, in which it is suggested that sustainable practices are included in the program and that children are supported to environmentally responsible and show respect for their environment (ACECQA, 2013).  Issues arise with the strength of the philosophy not being carried over into the outdoor policy.  Another strong aspect of the Serendipity policy is that children are supervised at all times. NQS suggests that ratios of 1:4 for under two years, 1:5 for 2-3 years, 1:11 for over three years and 1:12 for preschool (ACECQA, 2013).  Staffing, supervision and ratios have not been included in the centres philosophy, this is a very important aspect to children’s services and this should be considered an addition to the production of the next philosophy statement.  In order to engage children actively in learning, educators are required to identify children’s strengths and interests, choose appropriate teaching strategies and design the learning environment to meet children’s needs. The most effective way of doing this is working in partnerships with families (DEEWR, 2009).  It could be considered that families are provided with a greater opportunity to participate in the children’s learning and program, while developing identity, wellbeing and social and emotional development in the children (DEEWR, 2009).

Meeting legislative and regulatory requirements  Australia has legislative and regulatory requirements to ensure early childhood centres are meeting minimum standards and that children are receiving quality care (Waniganayake, 2012).  Effective management and leadership promotes quality care.  The National Quality Standards introduces ratings for children's education and care services (ACECQA, 2013).  The NQS is they key aspect of the Nation Quality Framework. The national framework is a benchmark (ACECQA, 2013)  Image – (Waniganayake et al, 2012)

What is an effective policy  An effective policy includes;  foundations in law, regulation and philosophy;  gives attention to all aspects of the operation of the service;  takes into account all members of the setting community;  is clearly written and can be understood by all members of the setting community;  is developed in consultation with the setting community;  has clear guidelines for implementation; and  is constantly reviewed and evaluated to ensure translation of policy into practice” (Gibbs, 2008).

Preparing A New Policy  When preparing a new policy a number of steps are required  consider who, what are the influences, what and how (Gibbs, 2008).  Begin with vision, mission philosophy  Consider goals and specific influences  Review policy needs  Gather resources and research  Form a policy 'think tank' or work group/sub committee  Draft policy  Consultation and review of draft Publish and implement policy Evaluate policy in action (Gibbs, 2008).

References  Australian Childrens education and care quality authority. (2013). Introducing the National Quality framework. Retrieved from framework framework  Australian Childrens education and care quality authority. (2013). The national quality standard. Retrieved from quality-standardhttp://acecqa.gov.au/national-quality-framework/the-national- quality-standard  Australian Children’s Education & Care Quality Authority (ACECQA). (2013). National quality standards; quality areas. Quality area 3; physical environment. Retrieved from  Australian Children’s Education & Care Quality Authority (ACECQA). (2013). National quality standards; quality areas. Quality area 6; collaborative partnerships with families and communities. Retrieved from Australian Childrens education and care quality authority. (2013). The national quality standard. Quality area 7. Retrieved from managementhttp:// management

Chief Parlimentary Council. (2009, incorporates amendments 2012). Childrens services regulations Part 7, division 2, regulation 93. Page 68. Retrieved from 53sr001.pdf 53sr001.pdf Department of Education and Childrens Services, DECD. (2006). Designing an early childhood play area. Retrieved from Department Education and Early Childhood Development, DEECD. (2012). Guidelines for school playgrounds. Retrieved from undguide.pdf undguide.pdf Department Employment, Education and Workplace Relations (DEEWR). (2009). Belonging, being, becoming; the early years learning framework for Australia. Retrieved from arly_years_learning_framework_for_australia.pdf arly_years_learning_framework_for_australia.pdf

Gibbs, L. (2008). Policy development in early childhood settings. Chapter 1, page 17. Pademelon Press. NSW, Australia. Retrieved from _2/courses/2014-SO3-EDU /UnitLearningMaterials/Week_09.html _2/courses/2014-SO3-EDU /UnitLearningMaterials/Week_09.html Gibbs, L. (2008). Policy development in early childhood settings; same and different. Chapter 2. Pademelon Press. NSW, Australia. Retrieved from Swinburne Online. (2014). EDU30008 introduction to educational leadership and management; Serendipity early learning centre philosophy. Retrieved from _2/courses/2014-SO3-EDU /EDU30008%20Assessment%202%20Serendipity%20ELC%20Philosophy%20TP3% pdf _2/courses/2014-SO3-EDU /EDU30008%20Assessment%202%20Serendipity%20ELC%20Philosophy%20TP3% pdf teach and play. Retrieved from

Waniganayake, M., Cheeseman, S., Fenech, M. Hadley, F. & Shephard, W. (2012). Practitioner profile - Lindy Farrant [digital photo]. Retrieved from Waniganayake, M. et al. (2012). Leadership; contexts and complexities in early childhood education. Oxford publishers. Retrieved from