OSHC belongs between school and home. Our children's experiences of belonging sit along that continuum, affected by the infinite variables of life, some of which we, as educators, can positively influence.  Given our ongoing responsibility to children throughout their primary school years, we strive for a holistic approach to our program, based on building up our children and young people rather than on rules.

We structure our curriculum around our values: respect, responsibility and resilience.  These were determined through reflection at our staff meetings and the concept built upon with children at our After School Care chats. 

This values based approach naturally steers us toward My Time, Our Place outcomes for identity, connection and contribution, wellbeing, learning and communication.

We elaborated on these in our group meetings, when children nominate other children (and educators!) for respectful and responsible behaviours, and receive coins to go in their year level counter.

Our values inform identity, connection, confidence and wellbeing.

Each child has understanding of what respect and responsibility are through our OSHC bucks-based identification system.

We hear our childrens' voices through direct engagement during routines, and play and leisure times; through reflection on their time at OSHC and 

We provide a combination of free play opportunities, and child-led and educator-led spontaneous and planned activities for children to follow their interests and passions.  We support children in their self-directed play and leisure, and we build on these play and leisure activities when children's interests lead us.

Activities specifically designed for children’s interests is a critical part of our program.  Allowing the children to have ownership over their time at OSHC and feel supported as their voice is being heard.

One of the more recent Child initiated ideas was Educator Vs Kids weekly soccer matches. (see photo)

Further to this the older children have been learning table tennis in PE lessons recently. They wanted to continue to develop these skills at OSHC. Whilst we didn't have a table tennis table handy the children were able to create their own.

Menti surveys are another method we use to capture children's voice. Most students have chromebooks and if not, chromebooks are available at the OSHC. They can be done effectively in an after school session meeting and once collated results displayed in the OSHC. The results are then taken to staff meetings and used as a reflection tool for future practice.

We have a very embedded daily routine. This is displayed on our tv's for all the children to see as they enter the OSHC. It highlights birthdays, displays the menu and the activities for the day. We recently added 'Meeting notes' as suggested by our Ed Leader. This means he can add anything he would like Educators to discuss at the meetings even when he's not present. 

Many children who attend our service benefit from having a structured routine outlined visually, as well as our children with additional needs e.g., Autism, ADHD, who thrive with routine.  

A key component of ensuring we cater from each child is our Individual Learning Plans (ILPs). ILP's have been in place for a few years now, and are used by our Educators to plan and assess how children's time in oshc is used and how we are best able to meet their needs.

Information included in the IPL's may include observations about children's play/learning, any strategies we may use to assist them or any interests/loves they may have.

Observation and Behaviour Books are used by Educators to record any significant incidents that might shape future decision-making. These books are regularly reflected upon during staff meetings. These reflective discussing will often shape future practice.

We also use the behaviour book to identify patterns of behaviours for certain children. Each child recorded in the book goes on an Excel database and is kept by the OSHC on computer file as well.