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.
Seesaw is one of many ways we communicate with our families. As is evident in several photos in this QIP, Seesaw provides a wonderful platform for our families to not only see what their children are doing at OSHC but also provide feedback and contribute to our program.
Our communication with families via Seesaw consists of photos and videos of children and what they get up to at OSHC, surveys, feedback opportunities, news alerts, lost property information and other various updates.
The top photo is of the Year 6 children enjoying their pizza afternoon. Throughout the year, children display behaviours consistent with our 2 R's curriculum. Both children and educators have the opportunity to nominate each other for 'OSHC bucks' when they see an example of respect or responsibility.
At the end of the term, the children choose how they spend their bucks. Last year the Year 6's chose a 'pizza afternoon.'
The second picture is a Seesaw post of 2 of our children enjoying the bumper cars at Archie Bros in the city. As evident by the comment one of their parents made, it was an activity they chose and had wanted to go there for a while.
Our children's voice wall is a vital part of the way we ensure children's ideas and interests are consistently at the forefront of our program and practice. This wall is situated in a central location of our OSHC, ensuring that it is available and accessible for all children to use when they would like to contribute. The theme rotates every few weeks - currently we are working on creating an OSHC garden, and encouraging each year level to brainstorm fruit and veg ideas for their year level's garden bed.
Additionally, the other side of the wall consists of a 'what do you want to see at OSHC?' space, where children are encouraged to list general ideas for OSHC. This wall remains available for children to contribute to at all times.
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.
Our holistic planning cycle ensures that the values of respect and responsibility are deeply embedded within all aspects of children’s learning, development, and wellbeing at Black Forest OSHC. It provides a structured approach for continuous improvement and effective integration of these values into daily practices. Documentation occurs at every stage of the planning cycle to provide purposeful and meaningful evidence of the planning cycle stages.
Ben, our Educational Leader is working hard to ensure our assessment and planning cycle is embedded in our practice. Ben has a dedicated time on our staff meeting agenda that he uses to upskills our educators' knowledge of all things.
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.
Our big kids have camp all to themselves!
On Friday April 12, we took our older children down to a camp at West Beach. It is such an important time for the older children as it allows them to experience some more freedom and autonomy to do things they may not otherwise be able to experience during OSHC time.
It also allows our Educators to develop deeper connections with these children and their families.
We see this as a great opportunity to develop Outcome 1 in MTOP.
Every year, Educators are challenged to think of new ways to continue to grow and expand our snack menu. Last year it was 'Chop it likes it Hot', and this year it is "The great OSHC cook-off'. During this time Educators are challenged to produce a dish that is not currently on the OSHC menu rotation.
This two week period each year fits perfectly with our value of responsibility. It also links nicely with outcome 4 of MTOP as children always vote at the end of the day as to whether each menu item produced by the Educators will make its way to the regular menu.
2023 Chop it Like it's Hot
2024 The Great OSHC Cook Off
For todays snack it was Andrea’s pick, Vietnamese noodle salad bowls! The children had a great selection of options including chicken, and lots of vegetables to add to their bowl.
Adrian the electrician teaching us how to cut mangoes the way he learnt in the Philipines.
Our last 2 days of snack options - burrito bowls and parmys!
2024 was the first year of our OSHC sleepover. Conducted in our new building and combined with a family evening BBQ, the night was a massive success. Again we love how this links with Outcome 1. We also love that we have such a supportive family community that allows us to plan and do activities such as this outside normal OSHC hours.
Taekwondo was a suggestion by one of our children on our voice wall. We sourced a company that we knew had run sessions for children at other OSHCs. Every Friday in Term 3, the children learned valuable defence skills and enjoyed playing around with various Taekwondo related resources!
Clubs such as homework club (see picture) gardening club, craft club and cooking club have been implemented at OSHC. They are not compulsory but rather students choose to join these clubs.
Each year, we celebrate our Year 6's leaving during the last week of term 4. We like to acknowledge their contribution to our OSHC over their journey. We ask the Yr 6's to reflect on their time and share their positive experiences.
Standard 1.1- Program: The educational program enhances each child's learning and development
Embedded
Informed
Our homework club is a wonderful example of how our program is informed by critical reflection. It grew out of one child asking if they could do their homework at OSHC, through a parent survey then eventually into a regular part of our daily routine.
Meaningful
Standard 1.2- Practice : Educators facilitate and extend each child's learning and development
Embedded
Informed
Meaningful
Here is a picture of the Year 4 students at Village Bakery dowen the road from the School. This was to celebrate their achievement of 20 respect and responsibility pebbles. The Village bakery was a walk away and when asked were more then happy to stay open for an extra 20 mins so our children could enjoy their reward.
Standard 1.3 – Assessment and planning: Educators and co-ordinators take a planned and reflective approach to implementing the program for each child.
Embedded
Regular oshc staff cooking challenges ensure that the practice of healthy eating is embedded in the operation of our service.
Informed
Meaningful