One House, Two Families: Nurturing Children in School and OSHC

In the journey of a child's growth and development, two institutions can play a pivotal role – School and Out of School Hours Care (OSHC).  This can be likened to ‘One House, Two Families’, these environments collectively contribute to shaping a child's character, fostering learning, and providing a safe haven. The rich tapestry of schools and OSHC providers coming together provides a wonderful opportunity to create a harmonious house for all.

With this analogy in mind, we explore the similarities and differences between the roles of schools and OSHC providers in caring for our children. Understanding uniqueness of each can enhance the relationship between the two. Mike Abela, Managing Director of TheirCare states, “Partnerships are enhanced with a deeper understanding of the other. Each school we provide care for is unique, however there are fundamental similarities and expectations too”.

Complacency with any relationship or collaboration can be the enemy of success. Think back to the Brady Bunch - the heartwarming classic example of two families coming together under one roof! Various and diverse dynamics, desires, values, expectations and personalities provided the viewers with such rich and nuanced life lessons! If we take just one big learning away from the Brady family, it is that ultimately blended families are enhanced with careful consideration and care. For example, taking time to understand each other, listening and talking, setting boundaries, reflecting and learning.

Value Systems  

Understanding both the shared and differing value systems of schools and OSHC is essential for a comprehensive approach to supporting children's development. Values play a crucial role in shaping the character and behaviour of individuals, and this holds true for both schools and OSHC providers. With the analogy of ‘One House, Two Families’ exploring value systems provides a deeper understanding of the impact on a child's holistic development. Fundamentally, schools and OSHC providers exist to offer opportunities for children to have the best outcomes and stay safe. At TheirCare our purpose is to enrich communities by providing care focussed on children. This underpins everything we do.  This informs our values of being open, caring and engaged.  

Each school we partner with has their unique school values. We will always aim to understand and implement the school’s values in service. It is important for both schools and OSHC providers to define values individually and collectively to acknowledge the unique contributions each setting makes to a child's growth and well-being. Values do not necessarily need to be matched, but expectation of children need to be aligned.

Learning spaces

Schools and OSHC both provide dedicated spaces for children to engage in various activities. Both are bound by the Department of Education to provide spaces that meet regulations and are safe. Even though we share the space, the rules are often different.  Whilst schools offer classrooms for structured academic learning, OSHC environments offer a more relaxed setting, allowing children to explore hobbies, interests, and social interactions in a less formal atmosphere.

In the school classroom teachers usually have a contained classroom space with children of a similar age. In contrast, the OSHC setting may exist over a variety of spaces with inside and outside options with children’s ages ranging across the entire primary school. The change over from OSHC to school, or school to OSHC, sees children move back and forth between structured and unstructured. There can be a period of adjustment, a sense of excitement or even some nerves as the change overs take place. Awareness of this change can allow for an empathic approach to care.

Labour Market

Schools and OSHC providers both want the same thing: consistent staff who are engaged in children and their development. The distinction between the two is the qualification for teaching. This training and commitment to a career path makes teaching a ‘destination career’. OSHC jobs may fall into the category of ‘destination career’ but more often people come from a range of occupations with either short term or long-term engagement in mind. For instance, university students find the sector to be the perfect way to work around their studies, get experience working with children and build relationships with schools. Some OSHC staff may come or go from Education Support roles or long day care settings.

Schools typically have a more stable staff contingent, ensuring continuity and familiarity for students. On the other hand, OSHC providers often contend with more fluid staffing dynamics due to part-time roles or split shifts. Recognising the diverse personnel challenges in each setting opens avenues for collaboration. Schools and OSHC providers can learn from one another, with schools offering insights on maintaining a stable workforce, and OSHC presenting flexibility and adaptability in staffing. 

At TheirCare we recognise the fluidity of our workforce. As such we offer various staff opportunities and pathways to keep staff engaged. We invest in our people so they can build on their careers. From promoting from within to developing leadership positions such as Area Manager and Mentor Coordinator. Ultimately the goal is consistency of staff, which benefits the children and provides meaningful and rewarding career paths for our staff. 

Challenging Behaviours

Behaviour challenges don’t stop when the school bell rings. OSHC and school settings can both encounter challenging behaviours, but the nature and manifestation of these behaviours can vary.

Both OSHC and school settings cater to diverse groups of children, each with unique personalities, backgrounds and needs. OSHC can have a more relaxed and informal atmosphere which may impact behaviour management strategies. There have been occasions where children have brought up previously withheld challenges in life or difficult situations at home with OSHC Educators, potentially due to the more relaxed environment that allows for deeper conversations.

In both settings, effective behaviour management involves understanding each child's unique needs, implementing consistent and fair guidelines, fostering positive relationships, and collaborating with parents and caregivers. Professional development and training for staff are crucial in both OSHC and school environments to handle challenging behaviours and work on children’s goals effectively.

The analogy of one house with two families aptly captures the essence of the symbiotic relationship between schools and OSHC providers in the upbringing of children. While schools lay the foundation for academic success, OSHC complements this by offering a more flexible, creative, and socially engaging environment. Both institutions contribute significantly to the overall well-being and growth of the child, creating a harmonious balance in their developmental journey. Recognising the unique roles each plays fosters a holistic approach to education and care, ensuring that our children receive the best of both worlds.