At Bolinda Primary School, we are proud of the strong, caring community we have built one where every child is known, valued and supported to be their best. Our values of respect, kindness and excellence are lived every day, shaping how we learn together, how we treat one another and how we grow as individuals.
With small class sizes and an average of around 15 students per class, our dedicated team of teachers, education support and administration staff are able to provide personalised learning and genuine care for every child. This close-knit setting allows us to truly know our student and their strengths, their interests and the support they need to thrive.
Nestled in the Macedon Ranges, Bolinda Primary School benefits from a beautiful rural setting while remaining connected to nearby townships. Our natural surrounds are an extension of the classroom, offering rich opportunities for outdoor learning, exploration and hands-on experiences that connect students to their environment and community.
We are an inclusive school that welcomes families from a range of backgrounds and cultures. We celebrate individuality and work hard to ensure every child feels a strong sense of belonging. Alongside a strong focus on Literacy and Numeracy, students enjoy a range of specialist programs including Auslan, Visual Arts, STEM and an optional Instrumental Music program. Student wellbeing is a priority, supported through our Kimochi program, where we explicitly teach social and emotional skills and positive decision-making.
Our passionate staff work collaboratively to deliver high-quality, evidence-based teaching with high expectations for all learners. We value strong home and school partnerships and encourage families to support learning through reading and mathematics at home. Together, we aim to nurture confident, capable learners who are supported to reach their full potential in a safe, caring and connected school community.
¿ Proven ability in all areas of administrative procedure, curriculum development, parent and community liaison, staff professional development and training, team leadership and management of staff
¿ Understanding and working knowledge of WHS legislation
¿ Demonstrated knowledge of services¿ requirements under Family Assistance Law and the ability to accurately use relevant software applications to ensure compliance
¿ Previous experience in successfully managing a budget for a budget for an OSHC or early childhood education and care service
¿ Demonstrated knowledge of:
o Education and Care Services National Law
o Education and Care Services National Regulations
o Family Assistance Law (Child Care Subsidy 2018)
o Child Protection legislation
Bolinda Primary School is seeking a passionate and capable Out of School Hours Care (OSHC) Coordinator to lead the establishment of our brand-new OSHC program, with an immediate start available. This is a unique opportunity to step into a role where you¿re not just maintaining a program ¿ you¿re creating it from the beginning.
Bolinda Primary School is a small, welcoming rural school where every child is known and supported. Our strong sense of community, calm learning environment, and focus on relationships underpin everything we do. We are now extending this approach into OSHC ¿ creating a space where children feel safe, relaxed, and connected before and after school.
Hours of work (Approximately 28 Hours per week)
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Monday: 6:30am - 9:00am, 3:15pm - 6:15pm
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Tuesday: 6:30am - 9:00am, 3:15pm - 5:45pm
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Wednesday: 6:30am - 9:00am, 3:15pm - 6:15pm
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Thursday: 6:30am - 9:00am, 3:15pm - 6:15pm
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Friday: 6:30am - 9:00am, 3:15pm - 6:15pm
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Plus 1 hour flexible planning/administration time
Range 3 is distinguished by the introduction of management responsibility and accountability for the delivery of professional support services. The role will usually impact beyond the work area or professional field. It seeks to gain cooperation of other staff members or members of the school community to achieve specific objectives, such as in school administration, operations or educational programs.
Direction on targets and goals is provided but the position will have some degree of latitude in determining how they are achieved. This latitude will generally be limited by standard procedures and school policy. Deviation from standard procedures and school policy will require guidance and direction from senior management.
The provision of business management responsibilities becomes a feature at range 3. Management of staff to achieve the expected outcomes is a key responsibility. Staff management issues will be resolved with minimal reference to senior management, although guidance will be required in more complex cases. Senior management will be provided with timely reports and advice, although this will generally be confined to matters relating to the immediate work area, service provision or educational program and is unlikely to impact substantially on whole of school operations.
This is the minimum range for positions that carry a mandatory qualification requirement of not less than four years. Professional student support positions become a feature at range 3 (e.g. therapists, psychologists) where standard professional services are delivered. Professional support and guidance will be close at hand and deviation from standard procedures and school policy will require guidance and direction from senior management.
An education support class position supports the educational services being provided to students, but must not include duties of teaching as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students cannot be required except where it is an integral part of the employee¿s position or involves supervision of students individually or in small groups, in controlled circumstances, where the responsibility for students remains clearly with a teacher.
This is a newly established service, giving you the opportunity to shape how it looks and feels from day one.The program is based onsite at the school, with access to a range of excellent indoor and outdoor spaces, providing plenty of opportunity to create a dynamic and engaging environment for children.
¿ Lead the day-to-day operation of the OSHC program (Before and After School Care)
¿ Design and implement engaging, age-appropriate programs
¿ Create a safe, inclusive, and supportive environment for all children
¿ Build strong relationships with families and the school community
¿ Ensure compliance with the National Quality Framework and regulations
¿ Manage administration, documentation, and reporting requirements
¿ Support and guide additional staff as the program grows
¿ Provide leadership and management to educators and staff regarding all aspects of the operation of the OSHC Service in line with relevant regulations, policies and procedures
¿ Liaise closely with and provide periodical reports to the area manager/approved provider regarding the operation of the OSHC Service
¿ Support educators and staff with professional training and mentoring to effectively manage the OSHC Service, whilst providing feedback regarding performance on a regular systematic basis
Anyone with the following qualifications:
For OSHC in Victoria, there are a few different qualification levels. The main thing is that qualifications generally need to be ACECQA-approved for children over preschool age.
For a standard OSHC educator role, people can often:
¿ already hold a qualification, or
¿ be actively working towards one.
Anyone with the following qualifications:
For OSHC in Victoria, there are a few different qualification levels. The main thing is that qualifications generally need to be ACECQA-approved for children over preschool age.
For a standard OSHC educator role, people can often:
¿ already hold a qualification, or
¿ be actively working towards one.
Typical accepted qualifications include:
¿ Certificate III in Early Childhood Education and Care
¿ Diploma of Early Childhood Education and Care
¿ Primary teaching qualifications
¿ Education Support qualifications (sometimes accepted depending on the exact course)
¿ Youth work/recreation/community services qualifications in some cases if ACECQA approved.
For an OSHC Coordinator / Nominated Supervisor role, you are generally looking for:
¿ Diploma level qualification (or actively working towards it), OR
¿ a teaching qualification.
In practice, many providers in Victoria accept:
¿ Diploma of Early Childhood Education and Care
¿ Bachelor of Education (Primary or Early Childhood)
¿ teachers with VIT registration
¿ people actively studying towards a Diploma.
Other course requirements include:
¿ Current approved First Aid qualification
¿ Current ACECQA approved anaphylaxis and emergency asthma management training
¿ Current approved CPR training
¿ National Child Safety Training
¿ Approved Child Protection Training (if required, check state/territory requirements)
The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department. The Department recognises that the provision of safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via
[email protected]
Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school.
Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the department's exemplar available at:
https://www2.education.vic.gov.au/pal/child-safe-standards/policy
The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department's Values complement each school's own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the department values is available at:
https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview
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All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
- Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
- A probationary period may apply during the first year of employment and induction and support programs provided.
- Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx
-
All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
- Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
- A probationary period may apply during the first year of employment and induction and support programs provided.
- Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx
