Active Supervision: Ensuring Safety and Promoting Learning PDF

National Quality Standard | Information sheet QUALITY AREA 2 ACTIVE SUPERVISION: ENSURING SAFETY AND PROMOTING LEARNING Children need safe and secure environments to thrive in their life and learning. Effective supervision is integral to creating environments that are safe and responsive to the ne...

National Quality Standard | Information sheet QUALITY AREA 2 ACTIVE SUPERVISION: ENSURING SAFETY AND PROMOTING LEARNING Children need safe and secure environments to thrive in their life and learning. Effective supervision is integral to creating environments that are safe and responsive to the needs of all children. It also helps to protect children from hazards or harm that may arise from their play and daily routines. Effective supervision also allows educators to engage in meaningful interactions with children. LINKS TO THE NATIONAL QUALITY STANDARD The importance of actively supervising children to promote children’s health, safety and learning is reflected in Quality Area 2 of the National Quality Standard (NQS), in particular: Standard 2.2: Each child is protected. Element 2.2.1: At all times, reasonable precautions and adequate supervision ensure children are protected from harm and hazard. NATIONAL REGULATIONS Regulation 101 (2)(f): Supervision during excursions. Regulation 115: Premises designed to facilitate supervision. Regulation 168(2)(h): Policies and procedures are required in relation to providing a child safe environment. Regulation 176: Timeframes for notifying certain information to the Regulatory Authority. LEGISLATIVE REQUIREMENTS ACTIVE SUPERVISION NATIONAL LAW Educators promote children’s learning and development by creating physical and social environments that have a positive impact. It is necessary for educators to be alert and aware of risks and hazards and the potential for accidents and injury, not only in their immediate location but also throughout the service. To provide effective supervision, educators need to be conscious of the physical environment and be attuned to the needs of individual children. Section 165: Offence to inadequately supervise children. Section 167: Offence relating to protection of children from harm and hazards Section 174: Offence to fail to notify certain information to Regulatory Authority Quality Area 2 | Active Supervision: Ensuring safety and promoting learning SUPERVISION REQUIREMENTS APPROACHES TO SUPERVISION The Education and Care Services National Law and National Regulations require that all children being educated and cared for at an approved service are adequately supervised at all times and are protected from harm and hazards. There are also requirements to notify the regulatory authority of any serious incidents or complaints alleging the safety, health or wellbeing of children has been compromised. If children are not effectively supervised, a situation may arise in which the regulatory authority will need to be notified. To effectively supervise groups of children, educators need to conduct risk assessments and make professional judgements to determine an approach to supervision. Consider the environment, the children, and the context of the activities children participate in. The National Regulations also prescribe the minimum number of educators required to educate and care for children and prescribe the required qualifications for educators, including how many educators are to be early childhood teachers. Services must maintain set educator-to-child ratios at all times based on the ages and number of children being educated and cared for at the service. The requirements for educator-tochild ratios can be found on the ACECQA website. Risk assessments allow educators to determine the level of supervision that is required for particular situations. For example, an educator may recognise that a particular activity that involves some risk, such as carpentry, requires close supervision. Alternatively, if children are participating in low risk activities, the educator can focus their attention on engaging with children. When adopting an approach to supervision, it is also important to consider how children’s agency is promoted. The decisions educators make about how they supervise children can provide opportunities for children to participate in genuine decision-making. For example, when an educator adopts an approach to supervision allowing a child to engage in independent exploration and appropriate risk taking, they provide opportunities for the child to make responsible and genuine decisions about their play. Active supervision of children can be achieved in a variety of ways, including: • Careful planning of rosters to ensure that educators are always available to respond to children. • Policies and procedures that address supervision clearly. • Flexible supervision arrangements to allow for supervision of individual children or small groups, such as sleeping children or indoor and outdoor experiences offered simultaneously. • Close observation of children to provide support and to extend on children’s play experiences. Educators who closely observe children and are attuned to their needs and interests can recognise when children wish to play without adult involvement. • Actively engaging with children to support their learning. Effective supervision requires a combination of observation and engagement. Educators need to assess and respond to children’s supervision needs in conjunction with engaging with children to promote quality learning opportunities. • Scanning or regularly looking around the area to observe all children in the environment ensures that all children are actively supervised. Educators who are aware of the environment can identify appropriate positions for maximum vision of children. Educators should avoid standing with their backs to children and undertaking tasks that will distract them from supervising children, such as administrative tasks. • Listening carefully to children and noting any changes of tone or volume in their voice. Noting these changes can assist in supervising children who may not be in direct vision. • Evaluating situations to determine the potential risks and benefits for children’s health, safety and wellbeing. Observing children’s play and anticipating what may occur next allows educators to assist children as difficulties arise and to intervene when there is a potential danger to children. February 2018 Quality Area 2 | Active Supervision: Ensuring safety and promoting learning TEAMWORK AND COMMUNICATION Educators need to communicate and collaborate with one another to ensure children are supervised effectively. This is necessary to ensure educators know where their colleagues are in the service and how this may affect the supervision of children. Additionally, it enables roles and responsibilities to be clearly understood. For example, educators should let their colleagues know if they are leaving an area for any reason, such as to get a resource from another room, or to go to the bathroom. Educators may also need to communicate details about individual children. For example, an infant who has had difficulty eating solid foods due to a cold may need to be monitored more closely when they are eating food. CONSIDERATIONS FOR CENTRE-BASED SERVICES In a centre-based service, children of different ages and abilities will need different levels of supervision. Generally, the younger children are, the more they need an adult to be close by to support and assist them. For young children, adequate supervision may involve children remaining in close proximity to the adult who is supervising them. Supervision of infants and toddlers who are sleeping will need to be carefully considered to ensure educators can see and hear children. With preschool age children, the program may involve simultaneous use of indoor and outdoor environments. It is important that educators effectively supervise children in both of these environments. CONSIDERATIONS FOR OUTSIDE OF SCHOOL HOURS CARE (OSHC) OSHC settings cater for children of a wide range of ages. Children of different ages and abilities will need different levels of supervision. Young children will require close supervision, where for older children it is important to balance the need for close supervision with respect for their age and developing independence. OSHC services may also need to consider the following: • organisation of the environment to balance supervision and children’s growing need for privacy and autonomy • the location of children’s toilets and how children will be supervised when visiting and returning from the toilets • supervision during the transition between school to the OSHC service • supervision of children’s transportation to and from OSHC premises. CONSIDERATIONS FOR FAMILY DAY CARE In a family day care service, the children may be a variety of ages and so different levels of supervision may be required in response to each child’s developmental needs. Children may also play in different parts of the family day care residence or venue and the educator will need to consider how these children will be effectively supervised. REFERENCES AND RESOURCES Visit the ACECQA website at acecqa.gov.au to download: Guide to the National Quality Framework Children’s Health and Safety, Occasional paper 2 Find other useful resources: Early Childhood Resource hub at www.ecrh.edu.au More information is available on the ACECQA website acecqa.gov.au The information in this publication was adapted from a National Childcare Accreditation Council resource. February 2018 Quality Area 2 | Active Supervision: Ensuring safety and promoting learning