2. 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. A service philosophy is similar to a Code of Ethics which then supports the service policies, decisions and practices (Ethics: A part of everyday practice in child care, n.d.). A philosophy, should include ethical issues rather than technical matters and taken as a guide, with discussions with and engaging staff, parents and communities into the decision making considering that an issue has both legal and ethical implications. 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. We have a vision of what we would like to see within our centre Discussion with staff, families and community Serendipity Early Learning Centre

3. What determines policies, “the outdoor environment policy” Family Diversity Shade Equipment Plants Insects Supervision Appropriate clothing Rules and regulations Outcomes PLAYING AND LEARNING, IN A SAFE ENVIRONMENT

4. 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. The Reggio Emilia principle of the environment as the third teacher, care and attention in organising space outdoors which stimulates children's imagination, creativity, exploration, discovery, engagement and sense of wonder should be applied just as readily outside as inside by placing value on aesthetics, organization, thoughtfulness, provocation, communication and interaction. ("Let the Children Play: Be Reggio- Inspired: Outdoor Environments," n.d.) Element 3.1.1 Outdoor and indoor spaces, buildings, furniture, equipment, facilities and resources are suitable for their purpose. National Law (section) and National Regulations (regulation) regulation 104 Fencing and security. Regulation 113 Outdoor space—natural environment Element 3.2.1 Outdoor and indoor spaces are designed and organised to engage every child in quality experiences in both built and natural environments. Element 3.3.1 Sustainable practices are embedded in service operations. Element 3.3.2 Children are supported to become environmentally responsible and show respect for the environment. NATIONAL QUALITY FRAMEWORK outdoor spaces - that include plants, trees, edible gardens, rocks, mud, water and other elements from nature - challenging elements of outdoor environments that allow for experiences that scaffold children’s learning and development and offer chances for appropriate risk taking - shaded areas that meet the recommendations of relevant recognised authorities for protection from the sun, environments designed to assist educators to adequately supervise children, fencing that provides safety - educators consistently conducting safety checks and monitoring the maintenance of buildings and equipment - educators following safety advice from recognised authorities and manufacturers when arranging equipment, experiences - ensure access and participation by every child in the service, including adaptive equipment to support the inclusion of children with additional needs (Guide to the National Quality Standard, 2012) Goals

5. Early Years Learning Framework Learning outcome two in the Victorian Early Years Learning and Development Framework states that ‘Children are connected to and contribute to their world’. This outcome requires educators to assist children to develop a responsiveness of the impact of human activity on the environment and the interdependence of living things (Natural Environments, 2007). Belonging, Being and Becoming, the Early Years Learning Framework examines the practice of early childhood pedagogy and the role that good learning environments play in teaching. Outdoor Play spaces -natural environments include plants -trees -edible gardens -sand -rocks -mud -water and other elements from nature. These spaces invite open ended interactions, spontaneity, risk taking, exploration, discovery, fostering a gratitude of the natural environment, develop environmental awareness and an ongoing environmental education (Natural Environments, 2007).

6. Strategies PLAY AND LEARN, IN A SAFE ENVIRONMENT Equipment Every care needs to be taken that: -all equipment and impact-absorbing materials, must comply with the current Australian Standards. -Equipment checked regularly that there is no damage and safe -check that no equipment on the premises may have been banned -checking that the right distance has been left between climbing equipment -checking every climbing equipment is at the right height -checking that no dangerous or hazardous material is lying around, especially first thing in the morning. -no equipment is left close to fence that children can climb over -fencing around outdoor area is safe and secure and meet standards. National Quality Standard: Standard 2.3 Each child is protected. Element 2.3.1 Children are adequately supervised at all times. Element 2.3.2 Every reasonable precaution is taken to protect children from harm and any hazard likely to cause injury. Element 3.1.3 Facilities are designed or adapted to ensure access and participation by every child in the service and to allow flexible use, and interaction between indoor and outdoor space. Element 4.1 Staffing arrangements enhance children’s learning and development and ensure their safety and wellbeing. Element 4.1.1 Educator-to-child ratios and qualification requirements are maintained at all times. Element 5.2.3 The dignity and rights of every child are maintained at all times. (Guide to the National Quality Standard, 2012) Supervision -check children/adult ratios -that children are in view of staff all the time, supervision of children at all times. - avoid staff carrying out activities that will draw their attention away from supervision -children are not to be left with visiting adults by themselves The Nominated Supervisor, will document a supervision plan and strategies for the outdoor areas. This will assist educators to position themselves effectively for supervising the children’s play ("Supervision of Children Policy," n.d.) Appropriate clothing -sun smart policy -winter clothes -proper shoes Before going out make sure children are dressed appropriately Check weather conditions

7. References 'Being Becoming Belonging' Early Years learning Framework (2009). Retrieved from http://files.acecqa.gov.au/files/National-Quality-Framework- Resources Guide to the National Quality Standard. (2012). Let the children play: Be Reggio-Inspired: Outdoor Environments. (n.d.). Retrieved from http://www.letthechildrenplay.net/2013/03/be-reggio- inspired-outdoor-environments.html Natural environments. (2007). State Government, Victoria: Department of Education and Training. Supervision of Children Policy. (n.d.). Public Health, 38, 203. Retrieved from http://www.uws.edu.au/__data/assets/pdf_file/0004/408136/ Supervision_of_Children_Policy.pdf