Fitness Policy March 09

Fitness Policy Queen’s High Preschool Experiences are provided on a daily basis for the development of fine and gross motor skills.

We achieve this by: - encouraging children to play outside on fine days on a variety of play equipment such as slides, climbing ropes, see-saws, obstacle courses (with tunnels to crawl through, planks to walk across and boxes to jump off). - We have daily use of the high school tennis courts where the children can run, use balls and trolleys, ride trikes and have races. - Challenging children to take risks and encouraging perseverance and development of resilience is promoted. - Having music experiences which cater for gross motor skills especially on cold or wet days. They are encouraged to participate in the Healthy Heart video when it is played. These experiences help to develop balance, co-ordination and rhythm. - On wet days, the preschool has use of the high school gym where they are encouraged to run around with balls, hoops, swinging from ropes (crash pads for safety), jumping on crash pads and chase each other in games. Teachers play games with the children e.g.: moving like different animals. - Teachers are encouraged to take part in Professional Development and source current literature concerning health and fitness trends. - All teachers are expected to role model good health and fitness alongside the children. - Information on the importance of physical activity is made available to all parents and caregivers through newsletters, parent library, information night’s policy review and regular communication with teachers. All children are encouraged to take part in small and large group activities at different times during the day. Individual goals are set for children if required e.g.: working on balance, ball skills, coordination etc. Links to Te Whāriki: Well-Being

Goal 3 (they are kept safe from harm, are confident in participating and taking risks and there are rules about not harming others). Belonging Goal 3 (there are routines and regular events, repetition and practice of skills.) Goal 4 (making decisions, minimising crowding and conflict) Contribution Goal 1 (knowing they have rights, that things are diverse and fair) Goal 2 (perceive themselves as capable of acquiring new skills and interests, spatial awareness, awareness of strengths) Goal 3 (taking turns and contributing to group experiences) Communication Goal 4 (expressing themselves through dance and music) Exploration Goal 2 (they gain control of their bodies, develop skills, agility, co-ordination and balance and the confidence to move in space, to rhythm and with others.)

Links to Legislation: Partnership and consultation Education Act S312 (3) (a) D.O.P. 1, 2, 3, 4, 5, 6, 7, 8, 9, 10,11. Personnel and staffing and Professional Development D.O.P. 11 (a, b) Staff Health Reg 29 Non smoking Reg 29 (4) Smoke free Environments Act 1990 Relationships with National Assn. & Agencies Risk Management Policy Health and Safety in Employment Act 1992 Administering of First Aid Reg 25 Education (Early Childhood Centres) Regulations 1998

March 2009