1. Policy: The Outdoor Environment Proposal to the Serendipity ELC Committee of Management.

2. Context  Education and Care Services National Law Act 2010 (National Law);  The Education and Care Services National Regulations 2011 (The Regulations)  National Quality Standard (NQS)  Quality Improvement Plant (QIP)  Service Philosophy  Service Policy – The Outdoor Environment.

3. Related sections of the Education and Care Services National Regulations (2011)  r.74Educational programs  r.103 Premises, furniture and equipment to be safe, clean and in good repair  r.104 Fencing and security  r.105 Furniture, materials and equipment  r.108Space requirements – outdoor space  r.113Outdoor space – natural environment  r.114Outdoor space – shade  r.115Premises designed to facilitate supervision  r.155Interactions with children  r.168Service to have policies and procedures  r.172Notification of change to policies and procedures

4. NQS: The physical environment Image: ACECQA (2011b, p.83)

5. Additional considerations:  The Building Code of Australia – for buildings, structures and glass  Australian Standards for Equipment and Safety – guidelines for climbing equipment/soft fall  Occupational Health and Act (2004) – providing a safe work environment  ECA Code of Ethics (2006)  Sustainability Strategy

6. 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. Philosophy

7. Policy issues:  Goals  Responsibilities  Social environments  Equipment, material and resources  Sandpits  Water  Shade  Fencing  Children’s clothing and footwear  Collaboration with children and families  Landscape  Natural elements  Planting

8. Image: University of Melbourne (2015)

9. Landscape and natural elements  Sand and dirt  Grass  Mounds  Flat areas  Hard surfaces  Pebbles, gravel and rocks  Water play Image: Unknown (n.d) Kindergarten rocks

10. Intentional planting  Children’s gardens  Planting which provides resources such as gum-nuts, seed pods, small branches, flowers and bark  Plants for picking and eating  Plants that encourage birds, butterflies and insects  Trees which provide shade  Local provenance Image: Mallee Native Plants (n.d) Collection of eucalyptus nuts

11. Equipment, material and resources  Design  Manufacture  Instillation  Placement  Introduction  Use

12. Policy changes  Goals  Responsibilities of all stakeholders  Collaboration  Review, development and implementation

13. Policy Goal  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.  We will ensure that outdoor environments offer opportunities for learning through play, access to materials that stimulate investigation and reflection, as well as being enriched by natural resources and opportunities for children to connect with nature” (ACECQA 2001a, p.75).

14. Continued…  To ensure that Serendipity ELC takes an active role in caring for its environment, and contributes to a sustainable future (ACECQA 2001b, p.104)  To support children to become socially responsible and show respect for the environment (DEEWR 2009, p.29)  To promote the role of educators who encourage children as active participants for sustainability influencing the quality of life now, and for future generations (DEECD & VCAA 2009, p.11)

15. The Approved Provider  The Committee of Management as the Approved Provider will ensure the way in which Serendipity ELC considers the outdoor environment promotes children’s wellbeing, learning and development; promotes children’s health and safety; Is in the best interests of all stakeholders; and Complies with relevant legislation including Occupational Health and Safety Laws.

16. Continued.. We The Committee of Management 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. Where possible, fencing will be designed to allow children to view the outside world. (ACECQA 2011a, p.72)  There are enough resources for all children to use that are safe and hygienic.  There is adequate at least 7 square metres of unencumbered space for each child in the outdoor environment  There is adequate shade to protect children from overexposure to ultraviolet radiation from the sun.

17. The Nominated Supervisor  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, and ensure that children are protected from harm and hazards in the outdoor environment.  Develop guidelines for behaviour that will support children’s health and safety.  Ensure that climbing equipment is is no higher than 1 meter. of a height that maintains a safe fall zone for the individual child taking into account his or her capabilities

18. Continued…  Ensure that children are adequately supervised  Ensure the outdoor education program is designed to take into account individual differences.  Ensuring that the materials, resources and equipment are safe, and selected and used based on the developmental needs and interests of each child.  Ensuring placement of outdoor equipment and permanent structures is considered in relation to fences and barriers

19. The Educational Leader  Promote the outdoor environments as a space for play and learning, including talking to parents about the outdoor educational program  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 and on their own.  Mentor other educators by leading quality practice in the outdoor environment  Model respect, care and appreciation for the natural environment (EYLF, p.29)  Consider what strategies are needed to improve the outdoor program. Define ‘diversity’

20. The Educators  Encourage families and children to be adequately dressed for the weather before going outside  Cover the sandpit when t is not in use the Centre is unattended (overnight/weekends/closures), and rake daily to dispose of any contaminants or other potentially dangerous objects.  Remind children to have their Encourage children to make their own choice about weather or not they wish to wear shoes (subject to their families wishes) on at all times, and  Control the use of Promote water as a precious natural resource for water play.

21. Continued…  Make curriculum decisions that consider how children develop an awareness of the impact of human activity on environments and the interdependence of living things (DEEWR 2009, p.29)  Model respect, care and appreciation for the natural environment (EYLF, p.29)  Reinforce the guidelines for behaviour that support children’s health and safety.  Ensure that equipment is carefully introduced to children including recommendations for intended use and expected behaviours.

22. The Children & Families  To consider children's clothing and footwear to ensure full participation in the outdoor educational program: Sun protective clothing, including hats Clothing for messy play (water/mud) Appropriate for changing weather conditions and temperature of play environments Safe footwear for climbing and running

23. Collaboration with families  Collaboration  Children  Families  Feedback  Survey  Evaluation  Conversation  Comments  Concerns  Input  Working-bee  Interviews  Communication  Partnership  Skills  Ideas

24. The wider community  Australian Children’s Education & Care Quality Authority  Australian Government Department of Education  Cancer Council of Victoria  Centre for Community Child Health / Royal Children’s Hospital  Early Childhood Australia  KidSafe  Local Government  National Health & Medical Research Council  Play Australia.  SAI Global  Victorian Government Department of Education & Early Childhood Development  WorkSafe

25. Links to Centre policies  Interactions with children  Cleaning and maintaining the environment  Child protection  Environmental sustainability  Sun protection  Water Safety - (r.168 (2)(a) & Standard 2.3)  Providing a child safe environment - (r.168 (2)(h) & Standards 2.3 and 7.1)  Occupational Health and Safety

26. Proposed process  The policy sub-committee to review and formally recommend changes to the Committee of Management  Research philosophy, centre specific reports/requests, ECA Code of Ethics (2006), related legislation and contemporary academic literacture  Consult recognised authorities i.e. KidSafe  Circulate draft to seek input from staff through meetings  Circulate draft to seek feedback from families through surveys  Sub-committee to present findings to CoM  Assess compliance with r.72 regarding notification of change to policies  CoM formally adopt policy, inform stakeholders of strategy (communication and timeline for implementation )  Centre implements new policy

27. Australian Children’s Education and Care Quality Authority [ACECQA] (2011a). Guide to the National Law and National Regulations. Commonwealth of Australia. ISBN: 978-0-642-78125-3 [PRINT] Australian Children’s Education and Care Quality Authority [ACECQA] (2011b). Guide to the National Quality Standard. Commonwealth of Australia. ISBN: 978-0-642-78101-7 [PRINT] Australian Children’s Education and Care Quality Authority [ACECQA] (2012). Information sheet: Nominated supervisors. Retrieved from: http://files.acecqa.gov.au/files/Information%20sheets/ACECQA%20Information%20Sheet%20- %20Nominated%20Supervisors.pdf Australian Government Department of Education, Employment and Workplace Relations [DEEWR] (2009), Belonging, being and becoming, the early years learning framework for Australia [EYLF]. Commonwealth of Australia, Barton:ACT. I SBN: 978-0-642-77872-7 National Health and Medical Research Council (2012). Staying healthy in child care, 5 th Edition: Preventing infectious diseases in early childhood education and care services. Commonwealth of Australia. ISBN: 1864965568 Planet Ark (2015). Local native plants. Retrieved from: http://treeday.planetark.org/about/why-native-plants.cfm SAI Global AS/NZS 4486.1 (1997) Playgrounds and Playground Equipment Part 1: Development, installation, inspection, maintenance and operation. Retrieved from http://infostore.saiglobal.com/store/Details.aspx?ProductID=384087&gcl id=CI3foKWLhLMCFUUSpQodRiIAkw The Cancer Council (2015). Be SunSmart. Retrieved from: http://www.cancervic.org.au/preventing-cancer/be-sunsmart University of Melbourne (2015). Inspire children aesthetically [Image]. Retrieved from: http://elc.unimelb.edu.au/about/images/pop_out2.jpg Unknown (n.d) Kindergarten rocks. Retrieved from: https://www.pinterest.com/explore/kindergarten-rocks/ Victorian Government Department of Education and Early Childhood Development and Victorian Curriculum and Assessment Authority [DEECD & VCAA]. (2009). Victorian Early Years Learning and Development Framework: For all children from birth to eight years. East Melbourne,:VIC. ISBN: 978-0-7594-0590-5 References