Beyond headcounts: mastering lines of sight and active supervision in ECEC

Maintaining educator-to-child ratios is a legal requirement. But ratios alone do not keep children safe.

In early childhood education and care (ECEC), adequate supervision extends beyond headcounts. It requires active supervision, clear lines of sight and deliberate professional positioning within environments.

Under sections 165 and 167 of the Education and Care Services National Law, approved providers and nominated supervisors must ensure children are adequately supervised at all times. This obligation cannot be met by numbers alone. It depends on how supervision is enacted in practice.

Moving from passive observation to active vigilance strengthens safeguarding and reduces risk.

A child-safe environment begins with intentional design.

Clear lines of sight mean educators can see and monitor children across indoor and outdoor spaces without obstruction. Regulation 115 of the Education and Care Services National Regulations requires premises to be designed to facilitate supervision.

However, design is not static. It must be reviewed and maintained throughout the day.

Services should regularly audit physical environments by:

• positioning furniture to avoid visual barriers
• identifying blind spots created by equipment, storage or landscaping
• ensuring viewing panels and internal windows remain unobstructed
• assessing how outdoor structures affect supervision zones

Even well-designed environments can become difficult to supervise if layouts shift during play. Large equipment, temporary setups or popular play spaces can create hidden areas unless educators position themselves strategically.

Supervision requires continuous environmental awareness.

Certain times of day increase supervision risk. These moments require structured planning and clear role allocation.

Transitions

Moving between indoor and outdoor areas, or between rooms, can create vulnerability.

Effective practice includes:

• conducting headcounts before and after transitions
• allocating clear supervisory roles
• positioning educators at entry and exit points
• confirming attendance once children are settled

Transitions should be treated as coordinated movements, not informal routines.

Sleep and rest

Balancing rest with supervision requires careful judgement.

Requests to darken sleep areas must not compromise visibility or educator-to-educator communication. Covering viewing panels or obstructing lines of sight can undermine supervision.

Alternative approaches, such as adjusted lighting, calming routines or environmental modifications, should be used without reducing oversight.

Adequate supervision applies during sleep and rest periods.

Bathrooms and toileting

Private care routines require considered risk assessment.

Services should determine:

• how children access bathroom spaces
• whether children attend alone or in pairs
• how educators monitor entry and exit
• how dignity and privacy are balanced with safeguarding

Supervision planning should reduce situations where an educator is isolated with a child wherever practicable, while maintaining respect for children’s rights.

Regulation 168(2)(h) requires services to maintain policies and procedures for providing a child-safe environment.

However, a documented policy does not guarantee safe practice.

Active supervision must be embedded through:

• clear supervision maps and zone allocation
• structured inductions for casual or new educators
• consistent communication between team members
• regular review of supervision effectiveness

Casual educators must receive explicit guidance on supervision expectations, transition procedures and site-specific risks.

Supervision is a shared responsibility. Educators must remain aware of colleagues’ locations and responsibilities at all times.

Supervision systems require ongoing evaluation.

Teams should regularly ask:

• Are any areas of the service difficult to supervise?
• Do supervision positions shift during busy periods?
• Are educators ever positioned with their backs to children?
• Are outdoor supervision zones clearly defined?

This form of reflection aligns directly with National Quality Standard Quality Area 2,  Children’s health and safety, and supports continuous improvement under the National Quality Framework.

Supervision is not a ‘set and forget’ compliance requirement. It is an operational discipline.

Adequate supervision in ECEC relies on three interconnected elements:

• thoughtful environmental design
• effective staffing arrangements
• disciplined professional practice

Clear lines of sight reduce environmental risk. Active supervision strengthens situational awareness. Structured communication builds team cohesion.

Ratios establish the minimum standard.

Active supervision ensures children remain safe in practice.

Legislative and regulatory references

• Education and Care Services National Law — Sections 165 and 167, Adequate supervision.
• Education and Care Services National Regulations — Regulation 115, Premises design, Regulation 168(2)(h),Child-safe environment policies.
• National Quality Standard — Quality Area 2,Children’s health and safety.
• NSW Child Safe Standards — Standard 8, Physical and online environments.