Quality Area 1: Educational program and practice The educational program and practice at St Anthony’s OSHC is stimulating and engaging and enhances children’s learning and development. In order to nurture the development of life skills and complements children’s experiences, opportunities and relationships at school, at home and in the community, the program must: • Be innovative, flexible and responsive; • Include children’s’ opinions and levels of participation; • Reflect the individual needs, interests and choices of children within the service, school and communities; • Extend children’s experiences through the provision of new and diverse activities and opportunities; • Provide opportunities for children to engage in safe risk taking and experience challenge; • Utilise information technology effectively; • Provide a language to support effective dialogue; • Build relationships within the community and with school leaders; • Support existing systemic structures such as QA and Regulation; • Enhance outcomes for school age children in care services through the building of resilience. Quality Area 1: Standards and elements Standard 1.1 An approved learning framework informs the development of a curriculum that enhances each child’s learning and development. Element 1.1.1 Curriculum decision making contributes to each child’s learning and development outcomes in relation to their identity, connection with community, wellbeing, confidence as learners and effectiveness as communicators. Element 1.1.2 Each child’s current knowledge, ideas, culture, abilities and interests are the foundation of the program. Element 1.1.3 The program, including routines, is organised in ways that maximise opportunities for each child’s learning. Element 1.1.4 The documentation about each child’s program and progress is available to families. Element 1.1.5 Every child is supported to participate in the program. Element 1.1.6 Each child’s agency is promoted, enabling them to make choices and decisions and influence events and their world. Standard 1.2 Educators and co-ordinators are focused, active and reflective in designing and delivering the program for each child.
Standard/ element What outcome or goal do we seek? Priority (L/M/H) How will we get this outcome? (Steps) Success measure By when? Progress notes Element 3.1.1 There must be storage space and secure space for confidential information. OSHC staff must have access to this area as and when required and this area should not be a shared space. H Store materials and equipment not relevant to the OSHC somewhere else around the school. When rooms is available for OSHC files and space to store OSHC programming resources and regulations By the end of May Element 3.1.2 Make the cupboard for chemical storage in the kitchen lockable. L The OSHC Committee to assess budget and call the relevant trade servicer. In a few months Element 3.2.1 A Smart Board to be installed for multipurpose use of the room. There must be storage space and secure space for confidential information. OSHC staff must have access to this area as and when required and this area should not be a shared space. M In a few months Improvement plan
Quality Area 5: Relationships with children This quality area of the National Quality Standard focuses on relationships with children being responsive, respectful and promoting children’s sense of security and belonging. Relationships of this kind free children to explore the environment and engage in play and learning. Whilst the tendency is to overlook the time a child spends in an Out of School Hours Service as less significant to their time in formal school, at St Anthony’s PS OSHC there is a strong commitment to the development of healthy children. Quality Area 5: Standards and elements Standard 5.1 Respectful and equitable relationships are developed and maintained with each child. Element 5.1.1 Interactions with each child are warm, responsive and build trusting relationships. Element 5.1.2 Every child is able to engage with educators in meaningful, open interactions that support the acquisition of skills for life and learning. Element 5.1.3 Each child is supported to feel secure, confident and included. Standard 5.2 Each child is supported to build and maintain sensitive and responsive relationships with other children and adults. Element 5.2.1 Each child is supported to work with, learn from and help others through collaborative learning opportunities. Element 5.2.2 Each child is supported to manage their own behaviour, respond appropriately to the behaviour of others and communicate effectively to resolve conflicts. Element 5.2.3 The dignity and the rights of every child are maintained at all times. Quality Area 5: Related sections of the National Law and National Regulations Standard/element National Law (section) and National Regulations (regulation)
Standard/ element What outcome or goal do we seek? Priority (L/M/H) How will we get this outcome? (Steps) Success measure By when? Progress notes Element 5.2.2 The development of listening skills and Every reasonable precaution is taken to protect children from harm and any hazard likely to cause injury. H Educators commit to continuously acting fair and sensibly when following their duty of care. Parents understanding what Educators’ duty of care involves and passing the message to their children. Parents promoting respect towards the role of Educators. Parents pointing out to their children that their Educators are professionals who they trust based on their qualifications and experiences. Parents helping children understand that if they are leaving them under Educators care they should obey and respect the rules Educators establish in a fair way. Parents reading policies, digesting them and passing the message to their children. Parents putting into practice assessment and advisory strategies to guide their children’s respectful behavioural expectations. Educators acting fairly and reasonably as to prevent and protect children from harm and hazard likely to cause injury. Children respecting and following safety rules and advised when given by Educators. Parents communicating respectfully and assertively with Educators. Parents getting ready assessment and answers, to ask their children for scenarios and circumstances children would like to be put under as to provide immediate advise Immediately! Parents acknowledging the responsibility they are passing to Educators and acknowledging Educators’ role in front of the children. Children becoming more patient and respect the advice given by Educators. Children respect towards safety rules given by Educators based on the duty of care their parents acknowledge they pass onto Educators. Improvement plan
Improvement plan Standard/ element What outcome or goal do we seek? Priority (L/M/H) How will we get this outcome? (Steps) Success measure By when? Progress notes Element 6.1.2 More collaborative work with an effective communication channel, build relationships within the community and with school leaders; and support existing systemic structures such as QA and Regulation;. H Educators commit to continuously acting fair and sensibly when following their duty of care. Establishing a flow of channels to contact for children and program related issues. Parents understanding what Educators’ duty of care involves and passing the message to their children. Parents promoting respect towards the role of Educators. Parents pointing out to their children that their Educators are professionals who they trust based on their qualifications and experiences. Parents helping children understand that if they are leaving them under Educators care they should obey and respect the rules Educators establish in a fair way. Parents reading policies, digesting them and passing the message to their children. Parents putting into practice assessment and advisory strategies to guide their children’s respectful behavioural expectations. Educators acting fairly and reasonably as to prevent and protect children from harm and hazard likely to cause injury. Children respecting and following safety rules and advised when given by Educators. Parents communicating respectfully and assertively with Educators. Parents getting ready assessment and answers, to ask their children for scenarios and circumstances children would like to be put under as to provide immediate advise. Quotes from children, parents and a school community: “You need to be safe and to feel happy every day, when I see the carers I feel like that”; “I’m reassured that my child is safe whenever I hear the word OSHC – it’s great to have my child in a quality service.”; “Work is important to me but so is my child and I like to know that I’ve made the right choice.” Immediately! OSHC Committee acknowledging the responsibility they are passing to Educators and acknowledging Educators’ role in front of the children. Children becoming more patient and respect the advice given by Educators. Children respect towards safety rules given by Educators based on the duty of care their parents acknowledge they pass onto Educators. Element 6.3.1 The program should reflect more community values and attitudes and utilize more M Inviting local people with different background. Talking and showing the importance of Local people share skills and interests with the children. Schools and community groups within In a few months
community resources. cultural heritage. Establishing links with schools and community groups within the Parish. the Parish to assist parents to develop support networks and provide referrals to relevant agencies. Element 6.3.4 Undertake consistent and ongoing promotion within the community. To meet the changing needs of the community and encourage children to participate in activities which demonstrate a community spirit. Talks about multiculturalism and its influence in the Australian Society. No discriminatory quotes or comments. Children acknowledging and recognising values and the multicultural nature of Australia. No discriminatory quotes or comments. Appraisals and acknowledgements from parents and children on how different cultures and people have contributed to this nation.
Improvement plan Standard/ element What outcome or goal do we seek? Priority (L/M/H) How will we get this outcome? (Steps) Success measure By when? Progress notes Element 6.1.2 More collaborative work with an effective communication channel, build relationships within the community and with school leaders; and support existing systemic structures such as QA and Regulation;. H Access to more especialised training for Educators. Educators commit to continuously acting fair and sensibly when following their duty of care. Establishing a flow of channels to contact for children and program related issues. Parents understanding what Educators’ duty of care involves and passing the message to their children. Parents promoting respect towards the role of Educators. Parents pointing out to their children that their Educators are professionals who they trust based on their qualifications and experiences. Parents helping children understand that if they are leaving them under Educators care they should obey and respect the rules Educators establish in Educators acting fairly and reasonably as to prevent and protect children from harm and hazard likely to cause injury. Children respecting and following safety rules and advised when given by Educators. Parents communicating respectfully and assertively with Educators. Parents getting ready assessment and answers, to ask their children for scenarios and circumstances children would like to be put under as to provide immediate advice. Quotes from children, parents and a school community: “You need to be safe and to feel happy every day, when I see the carers I feel like that”; “I’m reassured that my child is safe whenever I hear the word OSHC – it’s great to have my child in a quality service.”; “Work is important to me but so is my child and I like to know that I’ve made the right choice.” Immediately! OSHC Committee acknowledging the responsibility they are passing to Educators and acknowledging Educators’ role in front of the children. Children becoming more patient and respect the advice given by Educators. Children respect towards safety rules given by Educators based on the duty of care their parents acknowledge they pass onto Educators.