1. The Outdoor Environment Policy Review Serendipity ELC Educational Leader and Presenter: Nicole Kalitzki 2200438x

2. You should have a pdf of this presentation Please feel free to turn the pages and write comments and suggestions into your book Remember Policies are ‘living’ documents and discussion and questioning ensures we are critically reflecting Todays presentation is to open the discussion I am highlighting issues only, not fixing them. This is a collaborative process Lets begin!

3. The National Quality Framework “The National Quality Framework [NQF] aims to raise quality and establish continuous improvement in services through a national quality rating and assessment process” (ACECQA, 2013). This is overseen by the Australian Children’s Education and Care Quality Authority [ACECQA] (ACECQA, 2013). Reviewed policies are documented evidence of meeting requirements of this continuous improvement (Waniganayake, Cheeseman, Fenech, Hadley, and Shepherd, 2012)

4. Our obligations Our obligations … The National Quality Framework 1. Policy review requires revisiting the Education and Care Services National Law Act (2010) ( This is a National applied Law, the Victorian jurisdiction, where we are, passed the law- the Education and Care Services National LawAct in 2010 (VIC) in response. The purpose of the National Law is to ensure a national approach to the regulation and quality assessment of education and care services. The National Law sets out objectives and guiding principles fot the NQF) 2. the Education and Care Services National Regulations (2011) 3. The National Quality Standards It brings seven key quality areas that are important to outcomes for children It is essential that our policies link to these standard. Mandated standards through the National Quality Assurance Standards [QAS] (Australian Children’s Education and Care Quality Authority [ACECQA], 2013) There are seven quality areas. QA1 Educational program and practice QA2 Children’s health and safety QA3 Physical environment QA4 Staffing arrangements QA5 Relationships with children QA6 Collaborative partnerships with families and communities QA7 Leadership and service management Policies are linked to the National Quality Framework Meeting legislative/regulatory requirements Policies are linked to the National Quality Framework Meeting legislative/regulatory requirements

5. Our obligations Our obligations … Ensures a programming Framework is used in our service It is a guide for programming and used by educators in developing quality programs for children. It describes the early childhood principles, practice and outcomes required to support and enhance young children’s learning (ACECQA, 2013). The outdoor programming plans are guided by this framework.  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 confident and involved learners 5. Children are effective communicators. National Regulations: Regulations 73–76. These regulations stipulate a Learning Framework is to be used that fosters appropriate learning outcomes. Belonging, being and becoming: The early years learning framework for Australia. (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. (Department of Education Employment and Workplace Relations for the Council of Australian Governments [DEEWR], 2009)

6. Our 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.  Policies must be connected to our Centre philosophy and our goals for the service. Quality Area 3: Programming and Evaluation. Principle 3.1: The program reflects a clear statement of Centre Philosophy(ACECQA,2013)  Policies must be connected to our Centre philosophy and our goals for the service. Quality Area 3: Programming and Evaluation. Principle 3.1: The program reflects a clear statement of Centre Philosophy(ACECQA,2013)

7. Policy reviews- Our Obligations  in regard to the Outdoor environment policy review, the following QAS areas may be useful to reflect on Quality Area 1: Educational program and practice Principle 1.1 An approved learning framework informs the development of a curriculum that enhances each child’s learning and development. Principle 1.1.1 Curriculum decision making contributes to each child’s learning and development outcomes in relation to their identity, connection with community, wellbeing, confidence as learners and effectiveness as communicators. Principle 1.1.6 Each child’s agency is promoted, enabling them to make choices and decisions and influence events and their world. Principle 1.2 Educators and co-ordinators are focused, active and reflective in designing and delivering the program for each child Quality Area 3: Physical environment Principle 2.2.2 Physical activity is promoted through planned and spontaneous experiences and is appropriate for each child. Principle 2.3 Each child is protected. Principle 2.3.1 Children are adequately supervised at all times. Principle 2.3.2 Every reasonable precaution is taken to protect children from harm and any hazard likely to cause injury.  in regard to the Outdoor environment policy review, the following QAS areas may be useful to reflect on Quality Area 1: Educational program and practice Principle 1.1 An approved learning framework informs the development of a curriculum that enhances each child’s learning and development. Principle 1.1.1 Curriculum decision making contributes to each child’s learning and development outcomes in relation to their identity, connection with community, wellbeing, confidence as learners and effectiveness as communicators. Principle 1.1.6 Each child’s agency is promoted, enabling them to make choices and decisions and influence events and their world. Principle 1.2 Educators and co-ordinators are focused, active and reflective in designing and delivering the program for each child Quality Area 3: Physical environment Principle 2.2.2 Physical activity is promoted through planned and spontaneous experiences and is appropriate for each child. Principle 2.3 Each child is protected. Principle 2.3.1 Children are adequately supervised at all times. Principle 2.3.2 Every reasonable precaution is taken to protect children from harm and any hazard likely to cause injury. Meeting legislative/regulatory requirements  Policy Review  Mandated standards through the National Quality Assurance Standards [QAS] (ACECQA, 2013) (ACECQA, 2013)

8. Policy Reviews- Our obligations Ethical considerations dictate what is covered in policy  Code of Ethics:  A code of Ethics (1990), (Early Childhood Australia, 2006) informs and guides educator decision making and ethical professional practice. VI. In relation to my employer, I will: 1. Support workplace policies, standards and practices that are fair, non, discriminatory and are in the best interest of children and families. 3. Adhere to lawful policies and procedures and, when there is a conflict, attempt to effect change through constructive action within the organisation or seek change through appropriate procedures. According to the Code of Ethics (1990, as cited in ECA, 2006), the following may be applicable In regard to the Outdoor environment policy I. In relation to children, I will: 4. Work with children to help them understand that they are global citizens with shared responsibilities to the environment and humanity 6. Create and maintain safe, healthy environments, spaces and places, which enhance children’s learning, development, engagement, initiative, self-worth, dignity, show respect for their contributions. 9. Acknowledge the holistic nature of children’s learning and the significance of children’s cultural and linguistic identities. Ethical considerations  Code of Ethics (1990) (Early Childhood Australia [ECA], 2006)

9. Code of Ethics (1990) Code of Ethics (1990) (ECA, 2006)

10. The Policy review process

11. An Ongoing Cycle of Policy Development According to Gibbs (2008), policy reviews take into account,  The centre Philosophy Statement – ensuring continuity and will underpin the policy  Our Policy framework - How we set out our Policy should be soundly constructed, based on legislations, and able to be easily implemented.  Goals and Influences- provides the substance and the content for the new policy. Examples : sustainable practices and how we include Indigenous perspectives.  The needs of our Setting- Policy should reflect our unique context, our needs  Representational Involvement- consultation in partnership with Stakeholders is collaborative, ensuring that our policy is thorough. These stakeholders include: Management and other staff Educators Family Children Wider community- The local Indigenous community. Centre may resource community skills such as a landscaper, or engage with local council.  Research and resourcing- Our policy will need to have backing by relevant research, have ethical authority, and be referenced to these sources  Drafting,-writing a draft of the updated policy and reviewing the draft,. Is it easily understood? And meet the needs of our service community?  Consultation and review of Draft- fine-tuned to meet the needs of children, families and educators who use the space and implement the strategies  Publishing the Policy- including the review date suggestion  Implementation of the policy by the service. The quality of care, safety and education is visibly enhanced.  Evaluate the policy that is now in action- Timely reviews of the policy - Policies are ongoing and ‘living documents’ that need ongoing reflection by the service. Gibbs, 2008, p. 37

12. Step by Step Who will be involved in this process ? The active inclusion of all stakeholders…a collaborative approach According to Gibbs (2008), ‘active inclusion’ would include the following groups of people. o The educational leader, myself, will facilitate the review process and help bring the ideas and thoughts of all people together. o Management have the role of decision making and accountability. They will have a vested interest in the needs of our families. o Directors and co ordinators carry professional expertise and are accountable to regulatory bodies. They are also accountable to to the families who use the service. o Educators have an understanding of the children, their needs, how they use the outdoor space. Our educators are the ones who will implement this policy and therefore have a special place in the review process. o Families are greatly affected by the centres policies. Their involvenment will highlight needs. The policy will be come more easily understood and accepted when families have strong input. o Our children who use the service will be involved in the policy review process as they are our experts on the learning environment, how it is used, how it can be used. Educators will consult with the children through discussion with them, and through close observation of how they use the space. Children have a unique viewpoint that must be incorporated. o Belonging, Being and Becoming, the early years framework for Australia [EYLF] (2009) guides this collaborative process as it states that o I will discuss further wider community involvement later. The Policy Preparation Process The intended process for the new Outdoor Environment Policy The Policy Preparation Process The intended process for the new Outdoor Environment Policy

13. Reasons for this approach….. (Rationale) A cycle of Policy review and development will imbed itself into the everyday operation of our Service.(Policies review is part of meetings, available to be perused by families and staff as needed, Our foyer is set up with a suggestion box and an area that highlights our Quality Improvement Plan (QIP), this policy is already hanging there ready for feedback) This cycle ensures there is documented evidence of Improvement. (Reducing workloads in the future, especially at assessment time). It is evidence of a charter of action for the future of the service. A regular system of review and update keeps the Centre aiming for High Quality. This approach will ensure a voice for all stakeholders. This approach ensures reflection on best practice, it is not a hurried approach. A cycle of Policy review and development will imbed itself into the everyday operation of our Service.(Policies review is part of meetings, available to be perused by families and staff as needed, Our foyer is set up with a suggestion box and an area that highlights our Quality Improvement Plan (QIP), this policy is already hanging there ready for feedback) This cycle ensures there is documented evidence of Improvement. (Reducing workloads in the future, especially at assessment time). It is evidence of a charter of action for the future of the service. A regular system of review and update keeps the Centre aiming for High Quality. This approach will ensure a voice for all stakeholders. This approach ensures reflection on best practice, it is not a hurried approach.

14. Lets Begin to look at our documents The current Policy The updated Philosophy

15. 1. Vision Statement and mission- Philosophy Serendipity Early Learning Centre: Philosophy (SwinburneOnline, 2015) This underpins our centre As the policy is looking towards quality improvement I have Highlighted key points Our view of the Child – socio cultural theory An environment inspired with and from Nature Use of Materials, usually open ended including loose parts and recycled and natural materials Relationships, the importance of interactions The importance of family in the child’s life. sustainable living practices. Australia’s First Peoples - Incorporating Indigenous perspectives into the settings practices and environment 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.

16. The philosophy Our philosophy has recently been reviewed and updated to ensure a clear and coherent vision. It articulates our mission into the future. It does well to guide our future policy reviews Our philosophy statement links to our theoretical beliefs on how children learn. Our philosophy clearly states our centres approach is underpinned by socio cultural beliefs, that is, that our children are influenced by interactions and relationships (NSW Department of Education and Training, 2006), and that the environment where learning takes place will have strong influences on their emotions, ideas and language (NSW Department of Education and Training, 2006). This philosophy, linked to theory, pulls us together and provides motivation to create a culture of learning and professional growth (Waniganayake., Cheeseman, Fenech, Hadley, and Shepherd, 2012). Remember, all policies link back to our quality Improvement plan, our QIP (Waniganayake et.al., 2012) As the policy is looking towards quality improvement I have Highlighted key points Our view of the Child – the socio cultural theory An environment inspired with and from Nature Use of Materials, usually open ended including loose parts and recycled and natural materials Relationships, the importance of interactions The importance of family in the child’s life. sustainable living practices. Australia’s First Peoples - Incorporating Indigenous perspectives into the settings practices and environment Now lets break these into discussion areas and compare what is in the policy to what our philosophy clearly articulates as being important in practice.

17. Serendipity Early Learning Centre: The 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. Our Current Policy. Note the set out and who is listed in our strategies…

18. Lets break-down our Philosophy/Mission Goals “ Outdoor learning spaces are a feature of Australian learning environments. They offer a vast array of possibilities not available indoors.” (EYLF, 2009, p.16)

19. Links to Philosophy Does the Policy Link to our updated Philosophy Statement and Vision? There are Gaps in the Goals and Strategies The Policy fails to see how we facilitate learning and empower the child How we want the children to develop a connection to Nature How we facilitate learning trough natural and improvised materials How we facilitate learning through Interactions and shared learning How we value Family as a teacher How we aim to Embed Sustainable Practices How we aim to recognise Australia's First Peoples into our program Does the Policy Link to our updated Philosophy Statement and Vision? There are Gaps in the Goals and Strategies The Policy fails to see how we facilitate learning and empower the child How we want the children to develop a connection to Nature How we facilitate learning trough natural and improvised materials How we facilitate learning through Interactions and shared learning How we value Family as a teacher How we aim to Embed Sustainable Practices How we aim to recognise Australia's First Peoples into our program

20. View of the child The policy needs to reflect the shift in how the service views development and learning (Waniganayake et.al., 2012). The philosophy views the child, as a “competent and capable learner”, able to “make responsible decisions” about their own learning experiences and having ‘input’ into their own learning alongside connections to others, adults and other children. The Philosophy reminds us of our theoretical base for how children learn and develop- The Socio-cultural Perspective. Our relationships with children are grounded in ‘trust’.  Links National Law: Section 168 (as cited in ACECQA, 2014) National Regulations: Regulations 73–76. These regulations stipulate a Learning Framework is to be used that foster appropriate learning outcomes. QA1 Educational Program And Practice. QA 1.1.6 Each child’s agency is promoted, enabling them to make choices and decisions and influence events and their world.  OUTCOME 4: CHILDREN ARE CONFIDENT AND INVOLVED LEARNERS (DEEWR, 2009) Code of Ethics. 1.11. Acknowledge children as competent learners, and build active communities of engagement and inquiry. (Early Childhood Australia [ECA], 2006) The policy needs to reflect the shift in how the service views development and learning (Waniganayake et.al., 2012). The philosophy views the child, as a “competent and capable learner”, able to “make responsible decisions” about their own learning experiences and having ‘input’ into their own learning alongside connections to others, adults and other children. The Philosophy reminds us of our theoretical base for how children learn and develop- The Socio-cultural Perspective. Our relationships with children are grounded in ‘trust’.  Links National Law: Section 168 (as cited in ACECQA, 2014) National Regulations: Regulations 73–76. These regulations stipulate a Learning Framework is to be used that foster appropriate learning outcomes. QA1 Educational Program And Practice. QA 1.1.6 Each child’s agency is promoted, enabling them to make choices and decisions and influence events and their world.  OUTCOME 4: CHILDREN ARE CONFIDENT AND INVOLVED LEARNERS (DEEWR, 2009) Code of Ethics. 1.11. Acknowledge children as competent learners, and build active communities of engagement and inquiry. (Early Childhood Australia [ECA], 2006)

21. Connections to Nature The ‘Introduction’ of the policy, has the ‘physical environment’ acknowledged as contributing to learning. The policy then seems to steer away from this vision. strategies to build these ‘deep connections’ in children. We may need to specify what is considered a “natural environment”, to ensure appropriate long term strategic planning  Links  National Regulations: Regulation 113 The outdoor spaces provided at the education and care service premises must allow children to explore and experience the natural environment” (as cited in ACECQA, 2014) Under Quality Area 3, Standard 3.3, children are to develop positive attitudes and values linking people, plants, animals and the land (ACECQA, 2012)  the EYLF (2009) suggests, “natural environments include plants, trees, edible gardens, sand, rocks, mud, water and other elements from nature” (EYLF, 2009,p.16)  the EYLF (2009) in Outcome two, guides the educator to ensure children are facilitated to make connections with and contribute to their world through building a respect for the natural world. The ‘Introduction’ of the policy, has the ‘physical environment’ acknowledged as contributing to learning. The policy then seems to steer away from this vision. strategies to build these ‘deep connections’ in children. We may need to specify what is considered a “natural environment”, to ensure appropriate long term strategic planning  Links  National Regulations: Regulation 113 The outdoor spaces provided at the education and care service premises must allow children to explore and experience the natural environment” (as cited in ACECQA, 2014) Under Quality Area 3, Standard 3.3, children are to develop positive attitudes and values linking people, plants, animals and the land (ACECQA, 2012)  the EYLF (2009) suggests, “natural environments include plants, trees, edible gardens, sand, rocks, mud, water and other elements from nature” (EYLF, 2009,p.16)  the EYLF (2009) in Outcome two, guides the educator to ensure children are facilitated to make connections with and contribute to their world through building a respect for the natural world.

22. natural and improvised materials Use of Materials, usually open ended including loose parts and recycled and natural materials  Links  National Regulations: Regulations 103, 105. QAS 3.2.2 Resources, materials and equipment are sufficient in number, organised in ways that ensure appropriate and effective implementation of the program and allow for multiple uses  In Outcome 4.4 “Children resource their own learning through connecting with people, place, technologies and natural and processed materials” (as cited in EYLF, 2009,p.37) ACECQA (2014) suggests “Natural materials in the education and care environment should reflect those found in the local community”. Use of Materials, usually open ended including loose parts and recycled and natural materials  Links  National Regulations: Regulations 103, 105. QAS 3.2.2 Resources, materials and equipment are sufficient in number, organised in ways that ensure appropriate and effective implementation of the program and allow for multiple uses  In Outcome 4.4 “Children resource their own learning through connecting with people, place, technologies and natural and processed materials” (as cited in EYLF, 2009,p.37) ACECQA (2014) suggests “Natural materials in the education and care environment should reflect those found in the local community”.

23. Interactions/ shared Learning The importance of ‘interactions’ in our philosophy needs to be added to strategies. The EYLF (2009) makes a suggestion for wording. “These spaces invite open-ended interactions, spontaneity, risk-taking, exploration, discovery and connection with nature.” (EYLF,2009,p.16). Other suggestions include in strategies include “spend time interacting and conversing with each child” (EYLF,2009, p.21) “Indoor and outdoor environments support all aspects of children’s learning and invite conversations between children, early childhood educators, families and the broader community. They promote opportunities for sustained shared thinking and collaborative learning (EYLF, 2009),p. 16) Link to socio cultural influences The importance of ‘interactions’ in our philosophy needs to be added to strategies. The EYLF (2009) makes a suggestion for wording. “These spaces invite open-ended interactions, spontaneity, risk-taking, exploration, discovery and connection with nature.” (EYLF,2009,p.16). Other suggestions include in strategies include “spend time interacting and conversing with each child” (EYLF,2009, p.21) “Indoor and outdoor environments support all aspects of children’s learning and invite conversations between children, early childhood educators, families and the broader community. They promote opportunities for sustained shared thinking and collaborative learning (EYLF, 2009),p. 16) Link to socio cultural influences

24. Valuing the Family The policy needs to align with philosophy statement and be in line with the socio-cultural theory. The importance of interactions and relationships and how the service sees the family as rthe childs first teachers.  Educators view culture and the context of family as central to children’s sense of being and belonging, and to success in lifelong learning” (EYLF, 2009, p. 16).  OUTCOME 1: CHILDREN HAVE A STRONG SENSE OF IDENTITY (EYLF, 2009) QA 6 Collaborative partnerships with families and communities (ACECQA, 2013) Code of Ethics, II. In relation to families, I will: 2. Assist each family to develop a sense of belonging and inclusion, Strategies Include the cultural context of children and their families. The EYLF (2009) makes a suggestion that “Educators can encourage children and families to contribute ideas, interests and questions to the learning environment. Support engagement by allowing time for meaningful interactions, by providing a range of opportunities for individual and shared experiences (EYLF,2009,p.16). We can use the outdoor space for more planned and spontaneous interactions. Parent donations for the sandpit. Discuss… The policy needs to align with philosophy statement and be in line with the socio-cultural theory. The importance of interactions and relationships and how the service sees the family as rthe childs first teachers.  Educators view culture and the context of family as central to children’s sense of being and belonging, and to success in lifelong learning” (EYLF, 2009, p. 16).  OUTCOME 1: CHILDREN HAVE A STRONG SENSE OF IDENTITY (EYLF, 2009) QA 6 Collaborative partnerships with families and communities (ACECQA, 2013) Code of Ethics, II. In relation to families, I will: 2. Assist each family to develop a sense of belonging and inclusion, Strategies Include the cultural context of children and their families. The EYLF (2009) makes a suggestion that “Educators can encourage children and families to contribute ideas, interests and questions to the learning environment. Support engagement by allowing time for meaningful interactions, by providing a range of opportunities for individual and shared experiences (EYLF,2009,p.16). We can use the outdoor space for more planned and spontaneous interactions. Parent donations for the sandpit. Discuss…

25. Embedding Indigenous perspectives This includes, Embedding the ‘8ways ‘framework ( Regional Aboriginal Education Team Western NSW., 2012). The aim is for the development of more inclusive practices with greater knowledge of local indigenous peoples. Consultation with the wider community will be necessary as we review the policy. Indigenous perspectives, According to the Regional Aboriginal Education Team Western NSW (2012), requires a whole centre approach, an authentic approach, with the 8ways program being implemented. This includes an environment for children that sees learning as land linked, community linked and holistic. Suggestions may include a section in the policy dedicated to 8ways implementation. Again this requires engagement with our local Indigenous community first.  Links  Outcome 2.1 Children develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active community participation (EYLF, 2009,p.26) IV. In relation to communities, I will:,1. Learn about the communities that I work within and enact curriculum programs which are responsive to those contexts and community priorities. This includes, Embedding the ‘8ways ‘framework ( Regional Aboriginal Education Team Western NSW., 2012). The aim is for the development of more inclusive practices with greater knowledge of local indigenous peoples. Consultation with the wider community will be necessary as we review the policy. Indigenous perspectives, According to the Regional Aboriginal Education Team Western NSW (2012), requires a whole centre approach, an authentic approach, with the 8ways program being implemented. This includes an environment for children that sees learning as land linked, community linked and holistic. Suggestions may include a section in the policy dedicated to 8ways implementation. Again this requires engagement with our local Indigenous community first.  Links  Outcome 2.1 Children develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active community participation (EYLF, 2009,p.26) IV. In relation to communities, I will:,1. Learn about the communities that I work within and enact curriculum programs which are responsive to those contexts and community priorities.

26. Embedding sustainable practices In keeping with the philosophy, the service needs to move towards a holistic look at sustainability (ACECQA, 2012). The philosophy looks to a vision where children are engaged in “more sustainable practices”.  Links QA3.3 The service takes an active role in caring for its environment and contributes to a sustainable future. (ACECQA, 2013) QA3.3.1 Sustainable practices are embedded in service operations.(ACECQA, 2013) QA3.3.2 Children are supported to become environmentally responsible and show respect for the environment(ACECQA,2013).  Outcome 2.4 Children become socially responsible and show respect for the environment  EYLF (2009) makes clear reference to strategies, such as children will “embed sustainability in daily routines and practices” ( as cited in EYLF, 2009, p. 29). To embed practices, community involvement will be necessary, A Charter is recommended. A veggie patch and worm farm. Strategies could include Encourage children to use water sparingly, a community bush food project, a worm farm. In keeping with the philosophy, the service needs to move towards a holistic look at sustainability (ACECQA, 2012). The philosophy looks to a vision where children are engaged in “more sustainable practices”.  Links QA3.3 The service takes an active role in caring for its environment and contributes to a sustainable future. (ACECQA, 2013) QA3.3.1 Sustainable practices are embedded in service operations.(ACECQA, 2013) QA3.3.2 Children are supported to become environmentally responsible and show respect for the environment(ACECQA,2013).  Outcome 2.4 Children become socially responsible and show respect for the environment  EYLF (2009) makes clear reference to strategies, such as children will “embed sustainability in daily routines and practices” ( as cited in EYLF, 2009, p. 29). To embed practices, community involvement will be necessary, A Charter is recommended. A veggie patch and worm farm. Strategies could include Encourage children to use water sparingly, a community bush food project, a worm farm.

27. Meeting legislative/regulatory requirements A deeper Look at our obligations

28. Quality Area 3: The Physical Environment According to ACECQA (2014) these standards set out the minimum requirements for the physical environment of an approved service. ACECQA (2014) has the outdoor space as playing a key role in supporting and extending children’s development and learning. (ACECQA 2014, p.72)

29. Health and Safety QA2 Children’s health and Safety 2.2 Healthy eating and physical activity are embedded in the program for children. 2.2.2 Physical activity is promoted through planned and spontaneous experiences and is appropriate for each child. 2.3.1 Children are adequately supervised at all times. 2.3.2 Every reasonable precaution is taken to protect children from harm and any hazard likely to cause injury. 2.3.3 Plans to effectively manage incidents and emergencies are developed in consultation with relevant authorities, practised and implemented. (as cited in ACECQA, 2013,p.44) Guides Available through the ACECQA site, also in the reference list. QA2 Children’s health and Safety 2.2 Healthy eating and physical activity are embedded in the program for children. 2.2.2 Physical activity is promoted through planned and spontaneous experiences and is appropriate for each child. 2.3.1 Children are adequately supervised at all times. 2.3.2 Every reasonable precaution is taken to protect children from harm and any hazard likely to cause injury. 2.3.3 Plans to effectively manage incidents and emergencies are developed in consultation with relevant authorities, practised and implemented. (as cited in ACECQA, 2013,p.44) Guides Available through the ACECQA site, also in the reference list.

30. Health and Safety The Policy at present works to ensure health and Safety practices are embedded in our Service. These practices and procedures should be continuously reviewed to reflect current research, practices and Legislation According to ACECQA (2014), The following Health and Safety areas should be included in our policy charter as stipulated by National Law and National Regulations These Links should be added to ‘ Links to other Policies’ in the Outdoor Environment Policy.  Links  National Law: Section 167 protection from harm and hazards  National Regulations: Regulations 114, 168, for outdoor shade National Law: Section 167 National Regulations: Regulation 104, Fencing and Security  National Regulations: Regulation 113, Natural Environment  National Law: Section 165 National Regulations: Regulation 115, supervision  National Law: Section 169, National Regulations: Regulations 121–122, 123, Educator to Child Ratios National Law: Section 174 National Regulations: Regulations 85–87, 168, 177–178, 183. Incidents, Injury and Trauma. National Regulations: Regulations 89, 168 First Aid Kits. The Policy at present works to ensure health and Safety practices are embedded in our Service. These practices and procedures should be continuously reviewed to reflect current research, practices and Legislation According to ACECQA (2014), The following Health and Safety areas should be included in our policy charter as stipulated by National Law and National Regulations These Links should be added to ‘ Links to other Policies’ in the Outdoor Environment Policy.  Links  National Law: Section 167 protection from harm and hazards  National Regulations: Regulations 114, 168, for outdoor shade National Law: Section 167 National Regulations: Regulation 104, Fencing and Security  National Regulations: Regulation 113, Natural Environment  National Law: Section 165 National Regulations: Regulation 115, supervision  National Law: Section 169, National Regulations: Regulations 121–122, 123, Educator to Child Ratios National Law: Section 174 National Regulations: Regulations 85–87, 168, 177–178, 183. Incidents, Injury and Trauma. National Regulations: Regulations 89, 168 First Aid Kits.

31. Health and Safety Some other suggestions include Continue to use Kidsafe. also look at BetterHealth Channel and the Royal Children's Hospital for guidance on Health and Safety. Ongoing safety Hazard checklists to be signed off by staff who set up in the mornings. This should be in the Policy. daily safety checks of the environment and equipment ACECQA (2014) suggests, a secure storage space for hazardous products including chemicals an equipment maintenance schedule risk assessments purchasing playground equipment products that meets Australian standards. Also, The Cancer Council can provide advice specific to each jurisdiction about natural and constructed shade options, and recommended sun protection policies and practices as cited ACECQA, 2014, p. 80) ACECQA(2014) suggests. “It is important to consider allergies and other health and safety issues when selecting type and placement of materials”(as cited ACECQA, 2014, p. 80) A belt bag is one way of taking a modified first aid kit to an outdoor play space. (ACECQA, 2014, p.63) I recommend the service conducts a Risk Assessment plan as part of the review. Some other suggestions include Continue to use Kidsafe. also look at BetterHealth Channel and the Royal Children's Hospital for guidance on Health and Safety. Ongoing safety Hazard checklists to be signed off by staff who set up in the mornings. This should be in the Policy. daily safety checks of the environment and equipment ACECQA (2014) suggests, a secure storage space for hazardous products including chemicals an equipment maintenance schedule risk assessments purchasing playground equipment products that meets Australian standards. Also, The Cancer Council can provide advice specific to each jurisdiction about natural and constructed shade options, and recommended sun protection policies and practices as cited ACECQA, 2014, p. 80) ACECQA(2014) suggests. “It is important to consider allergies and other health and safety issues when selecting type and placement of materials”(as cited ACECQA, 2014, p. 80) A belt bag is one way of taking a modified first aid kit to an outdoor play space. (ACECQA, 2014, p.63) I recommend the service conducts a Risk Assessment plan as part of the review.

32. Risk Assessment Plan (ACECQA, 2014, p,169

33. Changes to Layout Currently The Nominated Supervisor, The Educational Leader, and educators have designated implementation of policy roles. To reflect our socio-cultural perspective, we must recognise the whole community in the implementation of policy. This will also ensure all stakeholders collaborate in its review. This is also asked of us for Assessment. I propose that under strategies we might include the following headings … o Children o Family o Indigenous Perspectives o Sustainability Practices  We also need to include a review date.

34. Key points of the policy review Strengths Adheres to safety regulations Links to Philosophy in introduction Add your thoughts Adheres to safety regulations Links to Philosophy in introduction Add your thoughts issues Philosophy has been reviewed Philosophy statement not reflected in Goals and Strategies View of the Child Socio cultural Perspectives Interactions with others Imp of Family involvement Health and Safety, and their corresponding regulations, needs regular review Layout Add Sustainable Practices Add Indigenous Perspectives in Wider Community Add your thoughts Philosophy has been reviewed Philosophy statement not reflected in Goals and Strategies View of the Child Socio cultural Perspectives Interactions with others Imp of Family involvement Health and Safety, and their corresponding regulations, needs regular review Layout Add Sustainable Practices Add Indigenous Perspectives in Wider Community Add your thoughts

35. References Australian Children’s Education and Care Quality Authority [ACECQA]. (2013).The Guide to the National Quality Standard. Retrieved from http://www.acecqa.gov.au/national-quality-framework/the-national-quality-standardhttp://www.acecqa.gov.au/national-quality-framework/the-national-quality-standard Australian Children’s Education and Care Quality Authority [ACECQA]. (2014). Guide to the Education and Care Services National Law and the Education and Care Services National Regulations 2011. NQF02 Guide to ECS Law and Regs_web.pdf. Retreived from: http://www.acecqa.gov.au/SearchResults.aspx?keywords=Australian+Children%E2%80%99s+Education+and+Care+Quality+ Authority+[ACECQA].+%282014%29.++Guide+to+the+Education+and+Care+Services+National+Law+and+the+Education+an d+Care+Services+National+Regulations+2011 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 http://docs.education.gov.au/system/files/doc/other/belonging_being_and_becoming_the_early_years_learning_framewor k_for_australia.pdf http://docs.education.gov.au/system/files/doc/other/belonging_being_and_becoming_the_early_years_learning_framewor k_for_australia.pdf Early Childhood Australia (ECA). (2006). Early Childhood Australia Code of Ethics. Retrieved from http://www.earlychildhoodaustralia.org.au/wp-content/uploads/2014/07/code_of_ethics_-brochure_screenweb_2010.pdf http://www.earlychildhoodaustralia.org.au/wp-content/uploads/2014/07/code_of_ethics_-brochure_screenweb_2010.pdf Gibbs, L. (2008). Policy development in early childhood settings: From idea to evaluation. Pademelon Press, NSW. Gibbs, L. (2008). Same and different- the policy planning process. p. 37 [Figure2.2]. Policy development in early childhood settings: From idea to evaluation. Pademelon Press, NSW. Regional Aboriginal Education Team Western NSW. (2012). 8 Ways: Aboriginal Pedagogy from Western NSW. Dubbo. New South Wales Department of Education and Communities. Waniganayake., Cheeseman, Fenech, Hadley, and Shepherd, 2012