Melbourne Sports Institute is dedicated to providing care for primary school-aged children in a friendly, stimulating, and safe environment that is sensitive to cultural diversity and welcoming to all families. Our programs methods and procedures are designed in collaboration with educators, management, children, and families, with the goal of supporting the learning, growth, and development of all children in our care. In establishing a program that enables the accomplishment of meaningful learning outcomes for all children, we are governed by the Framework for School Age Care (My Time, Our Place).
Melbourne Sports Institute believes that every child has their own set of interests, capabilities, and abilities. We recognise that children are capable and active participants in their own learning. Our activities, which provide flexible indoor and outdoor experiences, assist to support and foster children’s various requirements. To foster a sense of belonging in our service, we strive to build secure, respectful connections with children and their families. We also encourage children to form strong peer interactions at the service, which enhances their sense of well-being.
Melbourne Sports Institute values the diversity of its educators and encourages their professional growth and training, understanding that this investment will benefit the children in their care in the long run.
The following objectives are used to implement this philosophy:
• To provide a programs of the best quality that is accessible to all children and their families in our community. Melbourne Sports Institute supports each family’s distinct talents and strives to celebrate their variety in the curriculum. The program seeks to meet the requirements of children of all ages, developmental stages, genders, backgrounds, and skills.
• Working in collaboration with families, children, other educators, management, local schools, and community people to encourage their engagement in the development of our programs, ensuring they are relevant and responsive to community needs.
• To provide a programs that provides a variety of age-appropriate and flexible experiences to support and enhance each child’s opportunity for growth and development. Our programs emphasise the significance of learning through play and advocate a play-centered approach.
• To plan and support various experiences that encourage each child’s independence, originality, creativity, self-esteem, and confidence. Educators also value self-directed play and each child’s contribution to their own programme experience.
• To provide resources, equipment, and play places that children can customise in order to create chances for exploration, learning, communication, and growth.
• Limits and acceptable rules should be established at each program so that all children feel safe, respected, and valued, while also realising that creating boundaries promotes children to build respectful, reciprocal relationships with others.
• To create a program that prioritises respect for our environment and people. Encourage children to respect the planet in which they live, to think about sustainability practises, and to make educated decisions about their health and well-being.
• To provide educators with materials and professional development opportunities related to middle childhood development, health, and safety, including best practises, in order to support program continual improvement through deliberate planning, reflective practise, and evaluation.
• To put My Time, Our Place — the Australian Government’s framework for school-aged care – into action. We use this framework to capitalise on the children’s interests, skills, and backgrounds as individuals and as members of a group. This framework promotes purposeful teaching by providing a variety of experiences that match the learning and developmental needs of children in this age group.
• To provide a holistic approach to service planning, provision, and reflection, the Education and Care Services National Regulations, National Law, and National Quality Standards must be followed.
• To be governed by the ethical duties linked with the ECA Code of Ethics and the United Nations Convention on the Rights of the Child.
To create outstanding experiences, all programs are designed around our value of ‘fun,’ in which we embrace the interests, requirements, and growth of each individual kid.
Our materials and everyday experiences accommodate for each child’s inclusion in order to produce an environment that is adventurous, creative, and curious, as well as one that encourages each child’s learning and growth.
We provide engaging surroundings that are clean, well-resourced, bright, and safe, with a variety of zones, stations, and play areas that encourage choice. Construction, dress-up, imaginative play, music, and chill out zones are all available on a daily basis. Every day, we offer a variety of sporting equipment for children to play with, ensuring that there is always an opportunity to kick the ball about or play some fun games with their friends.
Melbourne Sports Institute expands on the My Time, Our Place Framework to emphasise creativity, critical thinking, communication, and cooperation. These aspects are intertwined with coding, STEM, and engineering challenges in our Melbourne Sports Institute club programs.
We are proud to be driven by our key values in achieving goals and continuous improvement in providing sports and recreation programs for our participants and the wider community.
Throughout our classes we exclude any sedentary drills and keep our students both physically and mentally active. We understand the social benefits of sport and promote inclusive interactions between all. We aim to create an environment that gives each participant the power to succeed socially and in a sporting context.
We are passionate about keeping youth engaged in sport as a tool for personal health and development. Our environments foster positivity towards each other and towards sporting activities.
Our staff are committed not only to our program, but to each individual child who is participating. Care, effort and a tailored approach must be taken to ensure that everyone receives the same benefits that sport and physical education can provide.