Gibbs, L. (2008). - Weebly



This paper will discuss, with an understanding of legislative and regulatory requirements, the strengths and issues of the Serendipity Early Learning Centre’s policy on Outdoor Environment and their overarching philosophy. The author will utilise critical thinking skills to determine where the strengths and issues exist, such as safety, environment and collaboration and support these with evidence from state and commonwealth legislation, guiding frameworks and standards as well as other related legal frameworks.Gibbs (2008) stated that effective policy, as a general guide, has its foundations in law, regulation and philosophy. By noting the relevant guiding legal requirements, further consultation and review processes will be able to easily source the appropriate documentation and ensure that policy and its intents meet those requirements. It also enhances the quality and accuracy of the policy (Gibbs, 2008). As a value-added policy, this will ensure that the highest quality of care and education is provided to the children (Gibbs, 2008).Serendipity Early Learning Centre (SELC) educational philosophy mentions surrounding the child with natural beauty and natural and improvised materials for sensory experience and this statement meets the National Quality Standard (NQS) 3 Physical Environment (ACECQA, 2013 pp.104-114). This philosophy is covered within the policy in the introduction and forming this connection provides a valuable acknowledgement to the importance of outdoor learning environments as ways to engage with children. This connection identifies the importance of natural play settings for the health and wellbeing of children as well as focusing on outcome two and four within the Early Years Learning Framework (DEEWR, 2009). Outcome 2 - Children are connected with and contribute to their world discusses that “When educators create environments in which children experience mutually enjoyable, caring and respectful relationships with people and the environment, children respond accordingly” (DEEWR, 2009 p.25). Outcome 4 - Children are confident and involved learners also mentions how children can use their environment around them and make the connections. This can be done with the provision of natural materials as mentioned in the philosophy and policy “Connections and continuity between learning experiences in different settings make learning more meaningful and increase children’s feelings of belonging.” (DEEWR, 2009, p.33). These environments create opportunities to stimulate the senses, invite exploration and discovery as well as challenge the children to become active learners (ECA, 2013) which is also highlighted within the philosophy.Safety and security is mentioned within the policy but this could be explicitly outlined in regards to fencing and security by noting that fencing should meet Education and Care Services National Law Act 2010 (National Law): Section 167 and Education and Care Services National Regulations 2011 (National Regulations): Regulation 104 as well as the Building Code of Australia (ABCB, 2011). The Building Code of Australia states the requirements for physical facilities including the height of fences. Including features such as fencing height requirements forms part of a good governance framework and ensures consistency with legislation and Departmental (being the overarching Education Department of the State) policies (DEECD, n.d.). The design of future equipment and play spaces is also worthy of note in the policy as all equipment must meet the Australian Standards for Playground Equipment (SAI Global, 2015). This standard, Playground Equipment and Surfacing Standard Set, AS4685 Parts 1 to 6 (SAI Global, 2015), outlines good practice and principles, dangers have been designed out by engineers, that there is a minimum acceptable standard for all equipment and also states the suitable design, manufacture, installation and maintenance requirements (DECD, n.d.). As part of this process, it would also be important to consider inclusion to ensure all equipment was compliant with Disability (Access to Premises?— Buildings) Standards 2010 under the Disability Discrimination Act 1992.As part of the NQS 3 (ACECQA, 2013), an approved provider must conduct an assessment (including a risk assessment) of the venue to ensure the health, safety and wellbeing of children is protected. National Law: Section 167 (protection from harm and hazards) and National Regulations: Regulation 116 should be noted within the policy and regular scheduling of this process should be undertaken. Parents have an expectation that their children are well cared for within the environment and therefore it is important to ensure that these principles are underpinned into the natural play space in the policy (ACECQA, 2013). When considering risk assessment in the policy, the National Quality Framework (NQF) considers acceptable risk rather than being risk adverse. This ensures that when staff are undertaking a risk assessment, their concern is for being hazard aware and not the limited thinking of being risk adverse (ACECQA, 2013).There is also a disconnection between the philosophy and the policy on how there will be collaboration between all stakeholders within the early childhood setting. The philosophy clearly states that there is “A Committee of Management made up of the Director, Educational Leader and a group of parent volunteers is responsible for ensuring the centre meets all legislative and regulatory requirements and continues to maintain high quality standards”. The policy lists the roles of the centre, the nominated supervisor, the educational leader and the educators but there is no reference to any of these roles liaising with the community. By listing the Committee of Management on the policy, there is then a commitment to auditing the centre and its policies regularly and consultative decision making can be undertaken (DEEWR, n.d.). Working in partnership will provide effective management of the processes and ensure that policies are congruent with initiatives at local, state, national and international levels (Wong et al, 2012). These relationships also enable “purposeful use of existing community resources and spaces” (Wong et al, 2012) as well as strong and sustainable relationships whilst enriching the program with positive outcomes for the children at the centre (Waniganayake et al., 2012).The four main areas of concern addressed in this paper, environment, safety, assessments and collaboration have highlighted areas for further consideration when undertaking future reviews of the policy. These areas have all highlighted links to either the National Quality Standards, legislation, frameworks (such as the Early Years Learning Framework), standards and codes (such as Australian Standards for Playground Equipment) as well as missing connections between the philosophy and policy of the Serendipity Early Learning Centre. Each of these areas have purposeful connections to the philosophy as the underpinning document of the centre. Inclusion of these areas will ensure the highest quality of care is provided to the children as well as sustainable relationships across the centre. ResourcesAustralian Building Codes Board (ABCB). 2011. The Building Code of Australia. Retrieved from Children’s Education and Care Quality Authority (ACECQA). 2013. Guide to the Education and Care Services National Law and the Education and Care Services National Regulations 2011. Retrieved from Government Department of Education and Workplace Relations (DEEWR). (n.d). Family-School Partnerships Framework; a guide for schools and families. Retrieved from Department of Education and Child Development (DECD). (n.d.). Outdoor Learning Environments in Early Childhood Settings in South Australia. Retrieved from of Education and Early Childhood Development (DEECD). (n.d.). Policy and review: Improving school governance. Retrieved from 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 (Access to Premises?— Buildings) Standards 2010 (Cth) (Austl.). Retrieved from Disability Discrimination Act 1992 (Cth) (Austl.). Retrieved from Early Childhood Australia (ECA). (2013). Rethinking outdoor learning environments. NQS PLP e-Newsletter No.60. Retrieved from and Care Services National Law Act 2010 (National Act) (Vic) (Austl.). Retrieved from and Care Services National Regulations 2011 (National Regulations) (Cth) (Austl.). Retrieved from , L. (2008).? Policy development in early childhood settings: From idea to evaluation. Pademelon Press, NSW. SAI Global. (2015). AS 4685 SET: 2014 Playground equipment and surfacing Set. Retrieved from , M., Cheeseman, S., Fenech, M., Hadley, F. & Shepherd, W. (2012). Leadership; contexts and complexities in early childhood education. South Melbourne, VIC: Oxford. Reference to present.me, S., Press, F., Sumsion, J. & Hard, L. (2012). The Collaborative Practice in Victorian Early Years Services; 10 project sites. Retrieved from ................
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