Pymble OSHC is committed to the provision of high-quality care and education. We achieve this by:
- Facilitating a smooth transition from the school day to the complementary setting of the OSHC.
- Creating a learning environment that is informed both by the My Time, Our Place – Framework for School Age Care in Australia and the College’s core values of Care, Courage, Integrity, Respect and Responsibility. The services we provide are focused on the following:
BELONGING
Knowing where, and with whom you belong.
BEING
Recognising the significance of the here and now.
BECOMING
Emphasising learning through play as a key to participating fully and actively in society.
- Employing trusted, credentialed educators who provide a safe environment for children. The high staff-to-child ratio gives educators ample time to assist with homework, to develop activities that reflect the interests of the children and to implement programs that promote their Wellbeing.
- Supplying quality resources in sufficient quantities. This enables all children to engage in the activities of their choice. A wide variety of play spaces including playgrounds, soft fall spaces and indoor and outdoor sectors allows children to participate in a range of supervised activities where they can interact, develop skills and cultivate an appreciation of their natural and built environments.
- Building positive relationships with parents – who we acknowledge as children’s first educators – with open and effective communications that respect and value diversity of culture.
We are committed to the provision of high quality care and education.
At Pymble Ladies’ College OSHC, PLAY is the medium by which all aspects of learning and development are facilitated.
PLAY is regarded as the essential premise of the learning experience, through which children view, interpret and organise their environment.
Learning that occurs in the context of PLAY, and the care we provide at OSHC is informed by the My Time Our Place framework. The principles of the My Time Our Place framework are embedded in our approaches to learning and care of the children in the centre. The following comprise the focus for the service we provide:
BELONGING
Knowing where, and with whom you belong.
BEING
Recognising the significance of the here and now.
BECOMING
Emphasising learning through play as a key to participating fully and actively in society.
We have strong links with both the PLC school and classroom teachers, and share the five core values of the PLC school community
Care Courage Integrity Respect Responsibility
This foundation of common core values, and communication with classroom teachers, ensures that each child is supported – especially those with specific or additional needs. A dynamic setting for learning and interaction remains effectively consistent, as children transition smoothly from their school day to the complementary environment of OSHC. The core values are consistently modelled throughout each area of the school and children are very familiar with them.
The centre staff and school staff provide a service that also assists with the safe transition of children from school to the OSHC centre, as well as assistance in preparing for co-curricular activities, and when returning from activities.
Trusted educators provide a safe environment for children and all have current Child Protection Certification and Working with Children Checks.
Learning is generated via staff and children engaging in meaningful interactions, with planned activities resulting from this relational process. This direct involvement of children encourages them to be confident and self-directed learners. The activity is generated from the child’s particular interests, rather than ‘passively’ receiving an activity that is handed down – the child disconnected in the process. The educators therefore, are focussed on and engaged with each child in the learning process.
This is achieved through intentional teaching, scaffolding, reflective practice and child initiated outcomes.
High staff-to-child ratios allow time for interaction with children and development of programs that reflect the interests and well-being of all children.
To complement and to ensure the possibility of the activities generated there is provision of quality resources in sufficient quantities, which enables all children to engage in the activities of their choice.
A wide variety of play spaces: playgrounds, soft fall spaces and indoor and outdoor sectors allow children to participate in a range of supervised activities where they can interact, develop skills and cultivate an appreciation of their natural and built environments.
Homework assistance will be provided for work set by the school between 3:20pm and 4:00pm
Opportunity for healthy eating choices are provided. A wide variety of healthy, nutritious snacks will be provided each day (during term time) along with fresh drinking water. Educators assist children to develop safe and effective health practices through being effective role models and guiding where required.
The program values helping children build strong connections to people in their world and further their understanding of social responsibility through links within the school and the wider community. Through these connections we can support each child’s sense of belonging within their environment.
The program also values a strong connection with the natural environment. Only through spending time immersed in nature can children connect with, and in time, respect their natural environment.
We acknowledge that parents are children’s first educators and we will promote a positive relationship with open and effective communications that respect and value their diversity of ‘culture’.
We value and support children to forge links to members of the community driven by their interests.
We acknowledge and celebrate children’s involvement and achievements within the wider community.
The staff will maintain a high degree of professionalism based on the school’s core values.
Educators will work as a cohesive team to develop, implement and reflect on the learning outcomes of each child and discuss the role they play in each child’s learning.
Staff will be supported to continue ongoing learning through access to Personal Development courses and Workshops.
A solid process of continual planning, implementation, review, involvement and reflective practice, ensures this level of quality and success, in the service we provide.
The centre is committed to providing a safe and clean environment through the support of the school’s maintenance and cleaning staff.
Our Philosophy will continue to grow, be reflected on and reviewed.
Staff, families, school and community are welcome to be part of this process.
Reviewed Jan 2017