We adhere to the California Department of Education’s philosophy and standards

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Meeting the needs of children in the program

School-age childcare programs must be designed to meet the needs and interests of the children served. Therefore, identifying and understanding children’s needs is a crucial skill for school-age childcare staff. Decisions about curriculum planning, behavior management, environment design and program policy must be based on an awareness of school-age children and how their particular needs can be met during out-of-school hours. 

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Balanced activities

A basic indicator of quality in school-age childcare programs is the availability of a balanced selection of activities. A balanced program means that a number of different kinds of activities are offered to the children on a regular basis- no one or two kinds of activities dominate the program. Different activities are designed to enhance the cognitive, linguistic, social-emotional, ethical, physical and creative development of each child. There is also a balance between small-motor and large-motor activities, active and quiet activities, and child-initiated and teacher-initiated activities. Activities are designed to meet children’s different styles of learning and intelligence strengths as well as children’s needs. A balance between structured and unstructured and between indoor and outdoor activities is also present. 

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Healthy Emotional Environment

An important element of the school-age childcare program environment is the emotional environment created by children’s perceptions of how their needs are being addressed and how people get along together. Children’s self-concepts and the interactions among all participants in the program contribute to this interpersonal environment, which is just as important as the physical arrangement of the facility. The self-concept that each child ultimately develops is based on that child’s view of his or her capabilities and value in the eyes of others. School-age childcare program staff must respond to children’s increasing independence, ideas and preferences by sending consistent messages to the children that they are capable and valuable. 

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Safe and Secure

School-age childcare gives children a safe and secure place to be when school is not in session. Here they can learn, relax, have fun and thrive with other children and adults. 

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Recreation and Socialization

A good school-age childcare program is not simply a longer school day. It is different in both structure and content. Children who have been in school all day need to shift gears, much as adults do after work. The focus shifts from academics and achievement to recreation and socialization. Set schedules become flexible, with children moving at their own pace. The environment is warm, both physically and emotionally with soft spaces and age-appropriate activity areas. School-age childcare programs serve as a bridge between home and school. Partnerships between children’s parents and the school staff ensure that the school-age program meets the needs of the whole child. 

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ExCEL Program/Funding

ExCEL programs are a partnership between SFUSD and local community based organizations, with each school site having unique providers and individual enrollment processes. At Clarendon, the childcare and classroom teachers make sure that after-school academics are aligned with the school-day curriculum.  

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Students participate in:

 

Academics: Students complete their homework and study reading, writing, math, science, social studies, and technology. 

 

Enrichment: Hands-on, engaging learning options include art, cooking, sewing, jewelry making, sculpting, building, music, woodworking, gardening and STEM projects, for example.  

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Recreation: Students participate in sports, dance, games, and other physical activities to stay healthy.