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Sensory Space
Creating spaces that support emotional regulation is a key component of inclusive educational practice. For us at Black Forest OSHC, this involves establishing sensory-friendly spaces, providing sensory tools, and establishing quiet areas where children can retreat if they feel overwhelmed. The environment aims to be flexible and adaptable to accommodate the diverse needs of children with ASD, ADHD, and other additional needs, creating an atmosphere conducive to learning and emotional wellbeing. This, in combination with ongoing awareness and reflection by educators, contributes to the cultivation of a positive and inclusive educational environment, ensuring that every child feels valued, supported and empowered.
Seen in the pictures below is the planning that was involved in establishing our quiet space in the new building. In order for this space to thrive, we are aware that ongoing reflection and evaluation is required. By observing children's interests and sensory-related needs, our team is able to adapt this space to eventually be suitable for the entire diverse range of children and needs in our OSHC.
Calm Basket
Building on from our quiet space, we keep a diverse range of sensory toys available by the couch in the office to support children to regulate, whether that be independently or co-regulating with an educator.
Having these resources available allows our children to develop skills in self-regulation and independence. Through various observations and time spent supporting children to regulate, it is evident that these resources are a significant strength in our program in promoting autonomy and independence in our children, whilst still allowing them to feel supported and comforted in times of need.
New Building
At the beginning of 2024, we were fortunate enough to move into a new space.
When designing the area, both the School and OSHC were considerate of Reg 104-115. This included, admin space, natural light, ventilation, laundry, fencing and transitions between indoor and outdoor space. The final result is one we are very happy with.
Considerable time and effort were put into how we would 'set-up' the area by the Educators. You can see Ben here at a staff meeting sharing his thoughts about the design. During this process the children and families were given opportunities for input also.
Consideration was given to a quiet space, furniture, transition from School, supervision and how we would arrange them by age.
Manage by Year Level
As per Reg 156 our children for the first hour of OSHC are arranged by year level groups. This allows us to be much more explicit with our instruction, and ensure our afternoon chats are as relevant as possible to the given age group.
The R-1 children often feel overwhelmed when trying to get food with much older children and often the conversation being had by the older children is not always appropriate for the younger children.
We find this works well during the chat and service of food.
Split Age Excursions
During Vacation Care we try to ensure where possible there is a split-age excursion. In addition to our Year 3-6 sleepover and Camp we try to plan an age specific excursion.
This gives the older children an opportunity to play and engage with children more similar in age and perhaps have a little more freedom in their play.
It also gives the younger a chance to feel safe with similar age/size children without that feeling of being overwhelmed.
Examples of these can be seen on past Vac care programs. See below.
Shared Plan with School
The OSHC space is a multi-purpose area during the day. This means the school often utilise the space.
Having the school use the space means they often contribute to the purchase of resources and its upkeep.
Examples of this area floor mats around the hand washing areas and some of the gardening equipment outside the building.
As can be seen by the shared plan, careful consideration is given to its use.
Bin System
The OSHC uses a 4 coloured bin system that is consistent with the school.
Each Thursday afternoon the children during school time come and pick up the paper bins and take them out to the large.
The other 3 bins are taken out by the cleaners daily. Much of the Education on the bin structure is done by the school during their curriculum however we feel it's important to reinforce this knowledge at OSHC time.
Range of Learning Spaces
As part of our emergent curriculum, we prioritise exposing the children to a wide variety of learning spaces to maximise opportunities for holistic growth and development.
Some of the environments that our children have had the opportunity to learn and explore consist of our outdoor spaces in school; Koala Park, the oval, grass areas, and courts, as well as the vast array of learning spaces that our children are exposed to during vacation care such as beaches, swimming pools, adventure parks, indoor facilities, etc.
These varied settings also promote adaptability, as children learn to navigate and thrive in different contexts. By broadening their learning experiences, we empower children to become lifelong learners, capable of thinking critically and innovatively throughout our learning environments.
Fish Tank
The fish tank is a large part of our program.
Firstly, it assists with children who suffer from separation anxiety. It is a wonderful resource for those kids to be able to say 'come and help me feed the fish' or 'have you seen our new fish' when they are struggling to say goodbye to parents in the morning.
Secondly, it provides a great opportunity to teach them about our values of respect and responsibility. Each night the children ask to feed the fish, and they understand it's their responsibility to look after them.
OSHC Garden
The garden has become a big part of our space and program.
It gives a quiet space for children to relax outside and additionally many kids the feeling of purpose and inclusion in the program. Many kids take pride in watering the garden and taking home the flowers, fruits and vegetables they have grown.
The space being out the back of the OSHC allows a quieter, shaded feel than a lot of our other spaces. The addition of the garden has been integral in our teachings of responsibilities.
Exceeding Themes
Exceeding Themes
Standard 3.1 – Design: The design of the facilities is appropriate for the operation of a service.
Embedded
Informed
After spending years with only 1 oven in the old space it was evident that as we grew we would require more oven space. The design of the new area meant we were able to have 2 ovens installed.
Meaningful
Exceeding Themes
Exceeding Themes
Standard 3.2 – Use: The service environment is inclusive, promotes competence and supports exploration and play-based learning.
Embedded
It was important that we considered the furtniture sizes in our oshc moving into a new space. What is evident in this photo is that we have considered the sizes and ages of our children when it comes to purchasing furniture.
Informed
Meaningful
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