Coscare was established in 1984 and is a non-profit organisation run by a Parent Management Committee. The Committee is made up of parents of children that attend our service. If your child is enrolled at Coscare and you’d like to get involved, you can express your interest by attending Coscare’s Annual General Meeting held in August each year.
We believe that the major aspects of children’s lives intersect through strong connections and understandings, and these understandings are incorporated into planning for children’s learning, children are much more likely to succeed and have a strong sense of belonging.
We believe that developing a meaningful curriculum for children involves interactive decision making by children, parents and families, educators and the broader community with the aim of fostering children’s learning.
We believe in providing an environment in which our children feel, safe, secure, encouraged, appreciated, accepted, challenged and stimulated through interactions with each other, educator and the experiences COSCARE provides.
We believe in using the Principles and Practices of the framework to encourage that:
Children are capable and competent
Children actively construct their own learning
Learning is dynamic, complex and holistic
Children have agency. They have capacities and rights to initiate and lead learning and be active participants and decision makers in matters affecting them.
We believe that building genuine partnerships involve a commitment to respectful and reciprocal relationships and to supporting families as children’s first and most influential teachers.
We believe developing relationships and partnerships with all families, including Aboriginal and Torres Strait Islander families, is an integral to ongoing, open and honest communication.
We believe in developing relationships and working in partnership requires understanding and respecting each family’s nature, culture and home language/s.
We believe it is equally important to listen to the understandings each family has for the belonging, being and becoming of their own children. A partnership with a family is about listening in order to:
Understand family perspectives
Support family aspirations
Plan for equitable outcomes
We believe that each educator needs to understand their own pedagogy, where it comes from and how it affects each child. Our pedagogy is made up of principles and practices, influences by our knowledge, beliefs, values, attitudes and perceptions.
We believe that our responsibility as early childhood educators working with and for Australia’s children is to understand our own principles and practices, understand the Principles and Practices of the Framework, and work hard to make sure our work practices and principles are consistent with the Framework.
We believe reflective practice can help educators to think more deeply about their work and motivate them to explore new ideas and approaches. We believe educators need to aim to embed inquiry into their everyday practices, which include:
Responsiveness to children
Learning through play
Continuity of learning and transitions
Assessment of learning
We believe educators need to engage in professional growth to lead to thoughtful judgement and decision making for all children’s learning through:
Belonging relating to connections and relationships with other educators and professionals from other disciplines, participation in professional organisations and networks, and community involvement.
Being relating to the individuality of each early childhood educator and to the distinctiveness of each team of educators. Individuals and groups bring a unique collection of beliefs, values, interests, knowledge, experience and perspectives to planning, practice and relationships.
Becoming relating to the importance of learning and reflecting in order to increase professional knowledge and improve skills and practices.
We believe early childhood settings are potentially places and spaces for building social connections, positive relations and a feeling of belonging to the community and Croydon Public School.
We believe that building an understanding of children’s families and communities, spark the process of developing relationships and strengthen the connections between family, community and educational setting.
We believe when children experience connectiveness between their worlds, their opportunities to grow are unlimited.
COSCARE uses a framework of principles, practices and outcomes with which to build our curriculum.
We believe by collecting data, we identify what each child and group of children brings and use the information to plan and monitor learning experiences for children, using all three levels of outcomes so that each child is strong in belonging, being and becoming and each child expands their capacities within the five Learning Outcomes.
We believe that assessment for children’s learning refers to the process of gathering and analysing information as evidence about what children know, can do and understand. It is part of an ongoing cycle that includes planning, documenting and evaluating children’s learning.
We believe in providing structured and non-structured social environment for the children and educator to come together in a mixed, warm atmosphere, which enables them to develop strong relationships with each other.
We believe that all our curriculum decisions affect each child in some way. This is why it is important that the decisions made are understood on:
Content for our curriculum-what to teach, planned experiences and learning
Approaches for managing behaviour
How we set up the environment
What resources we choose
Particular programs or methods
Which teaching strategies to use
How we will relate to people
How we assess
Before School Care: operates from 7am-9am.
We provide a range of different experiences for children during this time, which include both indoor and outdoor, structured and non-structured activities. Breakfast is provided for children up until 8:30am. At 8:30am, older children have the option to leave the service, with parental permission, as many of their friends have arrived at school by this time, and Coscare recognise the importance of these bonds that children have with their peers. At 8:45 the roll is called for the remaining children at Coscare after which children can proceed to the school playground . Kindergarten children are escorted to to meet their teachers, to ensure that they are properly supervised and safe before they start the school day.
After School Care: operates from 3pm-6pm.
Kindergarten children are collected from their classrooms by the Coscare Educators. All other children make their own way to Coscare & sign in. Afternoon tea is provided. While children are eating, there is time for announcements and important messages from the staff followed by a range of indoor, outdoor, structured and non-structured activities. Our weekly program can be found on the Coscare Community Board. At 5.30pm, all children are brought inside in preparation for the evening snack. During this time activities will still run and children are encouraged to play. The service closes at 6pm and staff reset the rooms to prepare for the next morning.
The Coscare team hold the needs of the children in the highest regard. Our diverse teamwork in collaboration with the children, parents, and school aims to provide the highest quality care; in cohesion with the Out of School Hours framework, Coscare mission, and legal policy and procedure. Our Educators engage with the children in a wide range of structured, and unstructured activities that focus on developing skills and attitudes in a range of social, interpersonal, physical, and creative domains. We believe a holistic approach to each individual child allows the child to flourish in their environment and builds the foundations for a successful venturing into the world.
Coscare has an excellent experienced team, many Educators have been a part of the team for over 20 years. Our Educators continue to provide a calm, relaxed and nurturing environment with a homely feel. Coscare Educators engage in regular training and professional development to ensure the team maintain currency with best practice standards. The team undergo regular child protection training and hold current Working With Children Check clearances. Additionally, Educators possess first aid qualifications. An Educational Leader is employed to develop and implement quality education and care programs as well as mentoring the Team.