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- How we document – Albury Out of School Hours
How we document – Albury Out of School Hours
This month, Cathy Northam, Director of Albury Out of School Hours (OOSH) writes about her team’s innovative approach to documentation, reminding us there are many ways to approach this responsibility.
My colleagues and I had a light bulb moment when we sat down to review the documentation policy for our service. We felt the diverse and transient nature of out of school hours care required a different approach to the documentation framework used in long day care.
We asked ourselves: What does documentation in OOSH look like? Is what we record relevant and how can we improve it?
Once we stopped to think about the ‘how’ and ‘why’, we were able to identify a method of documentation that works for our children and their families.
At Albury OOSH we have a strong focus on respecting children’s rights, particularly a child’s right to have an opinion and be heard, and a child’s right to privacy. The United Nations Convention on the Rights of the Child underpins our work and we consult with both children and families on documentation requirements.
Children at Albury OOSH can choose how to document their time here and if they don’t want to participate in projects, they are free to tell us. We do this by formal discussions, conference and democratic voting. These processes allow the children’s voices to be heard.
So, how do we meet our NQF requirements and honour our children’s rights? This is a question that we continue to think hard about as we change, refine and develop new ways of encouraging children’s growth while ensuring we document our own journey and show the meaningful collaboration, documentation and reflective practice.
Taking a holistic view of each child and what they bring to OOSH is fundamental in how we support them. Our current documentation process consists of the following practices:
- Use of a staff-only diary that documents significant events for individual children each day. This usually relates to social and emotional development. Each Friday we discuss the entries of three or four children and work on consistent strategies for the team and individual child. We also focus on opportunities for “teachable moments” as outlined in My Time Our Place. We’ve found this helps us in communicating with families around how to support their child.
- Once or twice a term we document a learning story (as described in the My Time Our Place Educators’ Guide). These are written in collaboration with the child and are a significant piece of documentation. We try to select and reflect something that has made educators and parents go ‘wow’. One example is the invention and self-umpiring of group games that the children run themselves. Another example is the ‘Welcome to OOSH’ Video Project. Read more about our video project below.
- Our weekly reflective diary documents the children’s experiences from the week in text and photo form, linking to the Outcomes in My Time Our Place. An example is documenting the children in Year 5 supporting and playing with our new Kindergarten children. This may be the only thing we reflect for the week, but over a term we cover all the outcomes and most of the children.
- Each year we have two celebrations that our children help organise - winter solstice and an end of year performance. The children plan and direct these events with our support. We document these events in a variety of ways, using art work, invitations, notices and video.
We also have art work, messages, projects and other historical works of the children displayed at our service. When they walk into Albury OOSH, children and families can see their changing lives reflected in our space.
If there is one last idea that may help other educators, it’s to reflect deeply on how and why you do things and note the children’s ideas and interests. Every service is unique. Remember to listen to the children’s opinions on what they feel is acceptable and how you can best document their time. If you can do this, then you will aid the success of your documentation plan.
Case study: Welcome to OOSH video project
Cathy shares a learning story that captures the children’s creativity and develops their connection to Albury OOSH.
The biggest project for the children has been the development of an orientation video to introduce new children to the service. We felt the children who start with us mid-year often receive less of an orientation experience than those who start at the beginning of the year.
Our Year 4 girls expressed a keen interest in drama and acting activities and were keen to get involved. They drafted a script and story board for how they saw the video working. They asked the other children what they thought was the most important thing to know ‘child to child’ about coming to OOSH.
The video covered everything that the girls scripted and a lot more. Overall, we recorded more than an hour of footage.
The children were very excited to see themselves in the video. They made small changes to make it more appealing to the target audience and everyone was amazed with the product.
The project supported the children’s interest in drama and video production, and linked to Outcome 4 in the Framework for School Age Care (p. 32). Children were able to freely follow their interests, investigate their own ideas, take control and make their own choices. They demonstrated leadership and direction, and persevered with the task until they were satisfied with the finished product.
Ideas for OOSH
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