DECD school sites physical environment requirements
Out of School Hours Care (OSHC) programs operating on a Department for Education and
Child Development (DECD) site must comply with the minimum indoor and outdoor physical
requirements in accordance with the National Quality Framework (including National Quality
Standard (NQS) for Early Childhood Education and Care and School Age Care, Education and
Care Services National Regulations and My Time, Our Place (Framework for School Age Care
in Australia).
The purpose of this paper is to provide a facilities framework to support OSHC services to offer
high quality physical environments for school age children’s learning and wellbeing that are
consistent with the NQS, Regulations, My Time, Our Place and research findings.
The approved provider of the OSHC service is responsible for ensuring the service continues to
meet Standards and Regulations. The National Quality Standard sets out the seven quality
areas against which all services will be assessed and rated.
For a service on a DECD site the premises will be a defined area of the school highlighted on
the Strategic Asset Management Information System (SAMIS) site plan that is approved for the
provision of OSHC. This may be a building surplus to requirement, a specific area only used by
OSHC or a room that is used by both the school and the OSHC service.
However, if a non-DECD Operator provides a service on a DECD site, the OSHC provider will
require the support of the school in a number of ways and need to be clear about
responsibilities in relation to areas such as maintenance, upgrades and relocation, for example,
agreeing to protocols on the use of school facilities, particularly where they are shared on a
daily basis.
Current DECD policy requires that OSHC services are provided within the existing space
entitlement for the school.
Approved providers and educators need to carefully consider the physical location of the
service on the site, the arrangement of rooms and spaces and their convenient access to each
other including toilets and indoor and outdoor areas. In deciding the best location for the OSHC
service it is important for the school and the service to jointly consider the needs of the children,
the service and the school.
The Education and Care Services National Regulations, sets out transitional arrangements that
will allow services time to comply with the physical environment requirements by 31 December
2015. Regulation 249 enables an OSHC service that existed in South Australia before 1
pg 1
January 2012, to not meet the physical environment requirements listed below until the
service’s premises are renovated or the service approval is transferred:

Shade for outdoor spaces (Regulation 114)

The design of premises facilitating supervision (Regulation 115)
Under the National Regulations ‘renovation’; of premises is:

Construction, demolition, removal or relocation of a building or other fixed structure (or
part of a building or other fixed structure)

Carrying out structural alterations on a building or other fixed structure.
For the purposes of assessment and rating, a service that was operating in South Australia
prior to 1 January 2012 is taken to comply with the regulation until 31 December 2015, or until
the premises are renovated or the service approval is transferred, whichever is the earlier.
Reference to the following documents is essential to understanding the physical
environment requirements for an OSHC service:
My Time Our Place Framework for School Age Care in Australia
www.mytimeourplace.com.au
Education and Care Services National Regulations 2011
www.acecqa.gov.au/national-quality-framework/national-regulations
Part 8 - Physical
Environment
National Quality Standard for Early Childhood Education and Care Quality Area 2 and School Age Care
Children’s health and
safety
www.acecqa.gov.au/national-quality-framework/national-qualitystandard
Quality Area 3 Physical environment.
DECD Early Childhood Facilities (birth to age 8) Design Standards Out of School Hours
and Guidelines
Care Module
www.decd.sa.gov.au/docs/documents/1/EarlyChildhoodFacilities.pdf
To maximise children’s engagement and positive, inclusive relationships, approved
providers, nominated supervisors and educators need to carefully consider the physical
layout and resources in the environment including:
 the location of the service
 the amount of space
 access between indoor and outdoor environments - the developmentally appropriate
experiences of the best child care programs are held equally outdoors as indoors.
(Design Principles & Practices Conference Paper, London 2007-12-17 Seven C’s:
Design Principles for Outdoor Play Environments for Young Children). These spaces
should allow for play and encourage freedom of movement and exploration. (Tim Gill,
October 2007, No Fear: Growing up in a risk adverse society)
pg 2
 arrangement of rooms
 the availability of a variety of furniture, equipment and resources
 air quality - poor indoor air quality can result in significant adverse impacts on our
health and environment which can contribute to an excess of chronic symptoms such as
irritation of the skin, eyes and throat, headaches and drowsiness. Long term symptoms
such as cancer and respiratory disease may be caused by long term, periodic exposure
to some chemicals. AG National standards for criteria air pollutants in Australia – Air
quality fact sheet – Atmosphere Air quality 1/4/11. OHS&W General Guidelines 9.6.2
Thermal Comfort and Humidity – recommended temperature range is between 20-26 C.
 lighting and access to natural light - the Building Code of Australia describes the natural
light as being 10% window pane to floor space. Any natural light immediately outside
the indoor space, e.g. the corridor, is not included as this would be classified as referred
light.
Physical learning environments are characterised by both indoor and outdoor
learning spaces that:
 are flexible
 are welcoming and accessible
 reflect the diversity of families within the local community and the broader community
 facilitate convenient access between indoor and outdoor areas as well as convenient
access to toilet and hand washing facilities
 offer a range of activities and experiences - the dexterity and flexibility in physical
development is evident in the wide range of activities school age children are able to
perform. Their coordination allows them to undertake complex physical activities.
Therefore physical environments need to be well planned and considered to provide
school age children with a wealth of real experiences which contribute to their whole
development supported by informed confident adults. All these spaces should be
designed and maintained to allow for creative play and be optimised by the availability
and preservation of suitable materials and equipment.
 are environmentally sustainable
 allow for grouping children in ways that:
- minimise the risk of injury
- minimise conflict between children
- reduce prolonged exposure to excess noise
- promote children’s learning and development - highly skilled educators play a vital
role in planning and establishing rich environments that support children’s
development, wellbeing and relationships. When educators create environments in
which children can contribute in meaningful ways, they are supporting children to
take responsibility for their lives. As children participate collaboratively in everyday
pg 3
routines, events and experiences and have opportunities to contribute to decisions,
they learn to live interdependently.
Active involvement in play and leisure activities builds children’s understandings of concepts
and the creative thinking and inquiry processes that are necessary for lifelong learning.
Children can challenge and extend their own thinking, and that of others, and create new
knowledge in collaborative interactions and negotiations. Children’s active involvement
changes what they know, can do, value and transforms their opportunities (My Time, Our Place
Framework for School Age Care in Australia).
It is important for professionals in any field to have a way of regularly assessing their practice,
recognising their strengths and identifying areas that can be improved.(Draft Self Assessment
and Quality Improvement Planning Process, July to November 2010).The most effective
improvements to service delivery are initiated from within the service so by using this checklist
as a tool to identify how the service is currently meeting facility standards, the next step is to
determine where quality improvements can be made, and to plan effectively to implement them.
Use the following checklist to highlight the allocated spaces for OSHC on a copy of your
SAMIS site map.
The checklist is available at www.decd.sa.gov.au/oshc/pages/default/resources-tools/ or
phone 08 8226 6427.
pg 4
PHYSICAL ENVIRONMENT REQUIREMENTS
Indoors

A minimum of 3.25 sq m of unencumbered
floor space to be provided for each child.

The following areas are to be excluded:
 any passageway or thoroughfare
 any toilet and hygiene facilities
 any area permanently set aside for
storage
 any areas or room for staff or
administration
 any other space that is not suitable for
children
 kitchen area, unless the kitchen is
primarily used by children as part of the
educational program
NQS
3.1
Regulation
107
Penalty
$2000
School Site Description
MTOP
Example:
General Activity Space (5) Approx 83 sq. m.
Kitchen and Activity Space (1) Approx 50 sq.
m – permanently set up with activity tables.
Whilst this area is large enough to afford
more children as the requirement is for
unencumbered space i.e.cannot count
storage areas, admin areas, passageways
etc, from a cursory observation the space
could fit approximately 20 – 25 children.
Outside area has security lights.
A veranda may be included in the area of indoor
space only with the authority of the Regulatory
Authority and if so cannot then also be included
in the outdoor space calculation.

Space is organised to encourage choice
and to facilitate active engagement with the
environment.

Are there adequate display areas for indoor
pay equipment?

Are the display areas accessible to
children?
Outcome 4
Children are
confident and
involved learners
pg 5
Indoors
NQS
Regulation
Penalty

Children do not have access to potentially
hazardous appliances without adult
supervision.
2.3.2
167

Rooms provide a balance of natural and
artificial lighting, good ventilation and fresh
air (the Building Code of Australia describes
the natural light as being 10% window pane
to floor space. Any natural light immediately
outside the indoor space, e.g. the corridor,
is not included as this would be classified as
referred light). Regulation 110 states that
indoor spaces are well ventilated, have
adequate natural lights and are maintained
at a temperature that ensures the safety
and wellbeing of children (OHS&W General
Guidelines 9.6.2 Thermal Comfort and
Humidity – recommended temperature
range is between 20-26C)
3.1.1
110
$2000
Kitchens and food preparation areas must
comply with food safety standards and the
relevant national, state and local
government requirements.
3.1.1
77
$1000

School Site Description
3.2.1
2.1.3
2.1.4
Example:
Commercial grade kitchen provides adequate
facilities for the safe handling, preparation,
storage and disposal of food and beverages.
Action: School to arrange for Local
Government to undertake Food Preparation
check prior to service commencing.

Fixed earth leakage protection device is
installed and checked at least once every
12 months.
MTOP
Outcome 3
Children take
increasing
responsibility for
their own health
and physical
wellbeing.
Example:
Switchboard fully protected to DECD
standards.
pg 6
Indoors

NQS
Regulation
Penalty
Space to be allocated for administrative
functions, private conversations and parent
consultation.
3.1.1

Physical spaces being made available for
children to engage in rest and quiet
experiences.
2.1.2
81
$1000

Nappy change facilities
2.1.3
112
$1000
(1) This regulation applies if a service
educates and cares for children who
wear nappies.
111
School Site Description
MTOP
Example:
Action: Approved Provider to consider how
space will be allocated for administrative
functions, private conversations and parent
consultation.
Outcome 3
Children become
strong in their
social and
emotional
wellbeing.
3.1.1
3.2.1
(2) The approved provider of the service
must ensure that–
(a) adequate and appropriate hygienic
facilities are provided for nappy
changing,
(b) nappy change facilities are
designed, located and maintained
in a way that prevents
unsupervised access by children,
and that
(c) hand washing facilities for adults in
the immediate vicinity of the nappy
change area.
pg 7
Indoors
NQS

Premises are designed and maintained in a
way that facilitates supervision of children at
all times, whilst having regard to the need to
maintain the rights and dignity of the child.
3.1

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.
3.1.3
Facilities designed or adapted to ensure
access and participation by every child in
the service including adaptive equipment to
support the inclusion of children with
additional needs.
3.1.3
Adequate, developmentally appropriate and
convenient toilet, hand washing and drying
facilities are accessible from indoor and
outdoor areas.
3.2



Location of these facilities enables safe and
convenient use by children.

Sufficient number of toilets and hand
basins.
Regulation
Penalty
School Site Description
MTOP
115
Outcome 3
Children take
increasing
responsibility for
their own health
and physical
wellbeing.
2.3.1
105
Example:
If one is required a disabled toilet can be
accessed in the main administration area. It
would be expected that should this be
required additional staffing would be
employed and part funded through ISS or
Intervac funding.
109
Outcome 1
Children learn to
interact in relation
to others with
care, empathy and
respect
Example:
Single unisex toilet is located in the building.
Has single hand washing basin, paper towels
and sanitary disposal unit. Toilet located in
the building means that adequate supervision
of children can take place.
Building Code which states in Class 9b for
schools:
Male students require 1 toilet per 25students
and Female students require 1 toilet per 10
students.
pg 8
Indoors
NQS
Regulation
Penalty
School Site Description
MTOP
Action: Consideration needs to be made
to alternative toilets when numbers
increase. Looking at the outcomes for
children, the accessibility of the toilet
from an angle of safety for children would
be the main observations an assessor
would be interested in.
When the utilisation increases, different
practices could be undertaken, such as
buddy systems, one older with one younger
child when going to the toilets further away.

Children have access to furniture, materials
and equipment suitable for the educational
program and for their range of abilities.
3
105
Outcome 1
Children feel safe,
secure, and
supported.
Outcome 3
Children take
increasing
responsibility for
their own health
and physical
wellbeing.
Outcome 4
Children resource
their own learning
through
connecting with
people, place,
technologies and
natural and
processed
pg 9
Indoors
NQS
Regulation
Penalty
School Site Description
MTOP
materials.

Resources, material and equipment are
sufficient in number, developmentally
appropriate and suitable.
3.2.2
105

Premises, furniture and equipment are safe,
clean and well maintained.
3.1.2
103

Safe shelving and storage areas from which
children can access equipment
independently.
3.2.1
$2000
Example:
Locked separate store room available for
use.
Expensive music equipment is stored in this
room and has the potential of being used
inappropriately.
Action: Approved provider to develop
local level agreement about joint use of
space including cleaning responsibilities
and expectations about how the room will
be left and what time staff can be at the
venue to prepare for the afternoon
session.

Outdoor and indoor spaces that offer both
built and natural features and structures.
3.2.1
113

A minimum of 7 sq m of usable play space
per child.
3.1
108
Outcome 2
Children become
socially
responsible and
show respect for
the environment
$2000
pg 10
Indoors

NQS
Regulation
Penalty
School Site Description
MTOP
The following areas are to be excluded:
 any pathway or thoroughfare, except
when used by children as part of the
program
 any care parking areas
 any storage shed or other storage area
 any other space that is not suitable for
children

Any area of unencumbered indoor space
e.g. a gymnasium can be included in the
outdoor space calculation as long as the
Regulatory Authority has given written
approval and that it hasn’t already been
used in the indoor space calculation.
Outdoor space is designed to afford children
opportunities to explore and experience the
natural environment including areas with natural
features such as, plants, trees, edible gardens,
sand, rocks, mud, water
3.1.3
113

3.1.1
3.2
114
Specified shaded outdoor play space to be
provided.
 Shaded outdoor space – approved
provider must ensure premises include
shaded space that is of adequate size,
and provides quality of shade that is
suitable for the geographic location of
the service to protect children from over
exposure to ultraviolet radiation from the
sun.
Outcome 2
Children become
socially
responsible and
show respect for
the environment
$1000
Example:
Shaded areas adjacent to room including
shaded play equipment and lunch shelters
pg 11
Indoors



NQS
Climbing equipment swings and other large
pieces of equipment are located over areas
with soft surfaces recommended by
recognised safety authorities.
2.3.2
Climbing equipment swings and other large
pieces of furniture have stable bases and/or
are securely anchored.
2.3.2
Regulation
Penalty
School Site Description
MTOP
103 (1)
105
103 (1)
105
Vegetation on the premises is not
poisonous or irritating.
*NQS – National Quality Standard for Early Childhood Education and Care and School Age Care
*MTOP – My Time Our Place, Framework for School Age Care in Australia
*Regulation – Education and Care Services National Regulations 2011
CONTACTS
Education and Early Childhood Services Registration and Standards Board of South Australia (the Board) - 1800 882 413
Approve, monitor, assess and rate Out of School Hours Care services against the seven quality areas of the National Quality Standard and the
National Law.
DECD Asset Customer Support Centre - 1800 810 076
Facility modifications by a service/site plan
DECD OSHC Unit - 08 8226 6427
pg 12