Today’s leaders give new meaning to old-fashioned virtues like contentment, determination, simplicity, tolerance, and flexibility. Principals have a wealth of experience to share with their teams and school communities. However, flexibility is a key virtue that helps Principals succeed both professionally and personally. Let’s take a closer look at how Australian Principals who embrace flexibility are succeeding as leaders.

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What is virtue?

Virtue is a person’s inner beauty. It is what makes them wonderful and special. It includes the way they act, speak, and dress. A person with virtue will always seem wealthy, no matter how much money they have, because everything they do will show quality.

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The Virtue of Flexibility:

Flexibility is akin to the agile nature of a child, unencumbered by the constraints and stresses of life. Similarly, flexibility in an adult and a leader involves not only physical agility, but also mental agility, remaining watchful to avoid harbouring pain, stiffness, and inflexible thoughts. Finding an adaptable adult who hasn’t become a “creature of habit” but still responds freshly, unconditionally, and fearlessly can be rare.

Australian school Principals who invest in their leadership development understand that the key to success is renewal through continuous learning. Just like a refreshing shower washes away accumulated reactions and unexpressed emotions, an ongoing flow of new knowledge and experiences helps prevent the formation of fears or prejudices.

Successful leaders can find new inspiration and feel better by taking time to look inside themselves and stepping away from what’s obvious. It’s like going on a little vacation for the mind. To be flexible, you need to take a break and clear your mind. You also need to come back with something meaningful and original from within yourself, something to use, or else the shock of returning to life again makes you start to harden.

Withdrawing is a habit that should be sacredly held. Withdrawing into Mother Nature, meditation, slowing down, walking alone, listening, and falling into music or art are all possibilities for escaping from your daily mind and routine thoughts. If you are struggling, tired, or weary, you can come through this door to find peace again. Remember that being flexible is beautiful in its childishness and softness, but discipline is necessary to create space for your retreat. This will help you maintain the vitality, flexibility, and wisdom needed to lead others effectively and continue to thrive.

���ϳԹ���Դ is a proud sponsor of The Flourish Movement and supports the evidence-based leadership development programs offered to Principals and Leaders.

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 ���ϳԹ���Դ’, 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.

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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 ���ϳԹ���Դ 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”.

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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.

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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 ���ϳԹ���Դ’ 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 ���ϳԹ���Դ 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. ��

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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.

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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.

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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.

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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.

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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.��

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At ���ϳԹ���Դ 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.��

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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.

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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.

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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.

A Story: Why Red Flag Matters

A Grade 2 student has been holding it together all day in class. By the end of the day in OSHC, they are tired, fragile, and quietly crying in the corner because mum is late again. An educator notices. It would be easy to brush it off as tiredness, but something feels different. The educator faces a choice: stay silent or speak up.

Here, they choose to share what they noticed. A quick note is passed on.

“Not sure if it is anything, but Sam seemed unusually withdrawn yesterday evening. I thought it was worth flagging.”

For the principal, that information is valuable. It is not a crisis, but it is a clue. A perspective they would not have seen during school hours. A chance to reach out to the family earlier. A chance to keep a child safe.

This is the heart of the Red Flag program. It gives educators, families, and children a simple, trusted way to raise small concerns before they grow larger. With its help, schools can see more of the picture. It ensures that no quiet signal is missed.

Quiet Signals of Care

Educators in OSHC often see a different side of children. The tired version at the end of the day. The child who holds it together in class but unravels at 5.30 PM. They may notice signals such as:

• A normally lively child becoming withdrawn during afternoon tea
• A young one who keeps drawing stormy skies
• Siblings who usually play together suddenly refusing to make eye contact

In those moments, the question is always whether to raise a concern or to stay silent. In a culture built on trust, educators feel safe to say, “I noticed something yesterday. I am not sure if it is important, but I thought you should know.” In a siloed culture, the observation may never be shared, and a chance to support a child is lost.

Under One Roof

Schools and OSHC are like two families sharing the same house. One nurtures a sun loving fern that needs steady daily care. The other tends a hardy succulent that thrives on occasional attention. Both plants have different needs, but the wellbeing of the home depends on both families working together.

This is the relationship between schools and OSHC. Different needs, but a shared purpose.

A Practical Example: Red Flag

At ���ϳԹ���Դ, we wanted to make it easy for people to raise those quiet signals of care. That is why we introduced Red Flag, a simple and confidential way for children, families, or staff to speak up if something does not feel right.

We set up a dedicated email (redflag@theircare.com.au) and phone number (1300 622 163) so that no concern is too small to be shared. It might be a comment a staff member made, a shift in a child’s behaviour, or just an uneasy feeling. The promise is simple: we will listen and we will act.

The philosophy of Red Flag is early and humble attention. It is about surfacing concerns in a way that is collaborative, not blameful.

One House, Two ���ϳԹ���Դ

Keeping children safe requires more than one group shouldering the load. Under this bigger roof:

• Providers ensure compliance, training, and oversight
• Children are encouraged to have a voice and speak up
• Educators, school staff, and families are empowered to raise concerns
• Government and regulators provide checks, visibility, and transparency

Together, we see more and act sooner.

Closing Reflection

As the school day ends, teachers finish up and OSHC educators care for the last few children. Both families under the same roof, watering their different plants, minding the same house.

Child safety is not a box to tick. It is a garden to tend. Some seasons are hard, with storms of incidents or long dry stretches of paperwork. Yet the house continues to bloom when we notice, when we listen, and when we act together.

No one gives medals for the absence of tragedy. No ceremonies mark the thousand quiet decisions that keep children safe. Yet those small choices matter most.

So here is to the partnership we share. May we continue to notice, to raise concerns early, and to protect the home we hold in common. Together, we will keep the house safe and nurture every young plant within it.