Out of School Hours Care (OSHC) Service Newlands Primary School
At Newlands Outside School Hours Care, we provide high quality care for children before and after school, and on pupil free days. Our service is licensed to care for up to 195 children each session. We are proudly community-based, and meet each child¿s need for care in a creative, stimulating and safe environment. The best interests of children and families are of paramount importance to our service.
At the forefront of our practices are the 5 outcomes for children as outlined in the My Time, Our Place Framework for School Age Care. Our program is planned by qualified educators, and considers each child¿s interests, family and cultural background and stage of development. We ensure that activities and routines assist in the social, emotional, creative and physical development of these children.
Driving all aspects of the running of our service, our philosophy is to:
- Meet the needs and interests of each child.
- Value each child, their family and our staff members, and treat everyone with respect, equity and fairness. This includes those from culturally and/or linguistically diverse backgrounds, Aboriginal and Torres Strait Islander people, members and allies of the LGBTQIA+ community, and those with a disability.
- Give all children opportunities to contribute, participate and feel a sense of belonging at the service.
- Ensure new children have a smooth transition into the program.
- Present engaging activities and learning opportunities that a child may not have experienced before.
- Use cultural and background information to enhance program routines, interactions and experiences.
- Integrate diversity into the everyday running of the program without the use of stereotyping.
- Educate our children using positive behaviour guidance and emphasise respect towards others.
- Meet the needs of our local community and support our school.
Newlands Primary School
At Newlands Primary School, our motto, through relationships we build success, reflects our commitment to creating a caring, inclusive and challenging learning environment where every student can thrive. Our core values Care, Curiosity, Creativity and Responsibility guide our teaching, learning and engagement with the community.
Located in Preston West within the City of Darebin, Newlands Primary School serves a diverse community across the Preston and Moreland areas. With projected enrolments of approximately 500 students in 2027, the school has experienced steady growth over recent years.
Newlands is a recognised Spanish Bilingual School, providing students with opportunities to learn in both Spanish and English from Foundation to Grade 6. Our specialist programs include Music, Visual Arts and Physical Education in Spanish, alongside Community Inquiry, Wellbeing and STEAM in English.
Following a major redevelopment, the school now has modern learning hubs, specialist learning spaces, a gymnasium, upgraded staff facilities and contemporary administration areas. Our spacious grounds also provide students with areas for recreation, play and social interaction.
Our dedicated and diverse staff work collaboratively to provide high-quality learning experiences for all students. Strong partnerships with families and the wider community are supported through School Council, the PFA and many opportunities for parent and carer involvement.
At Newlands, we value every student and strive to build strong relationships, celebrate diversity and provide the foundations for lifelong learning and success.
Selection Criteria
SC1: Demonstrated ability or a genuine interest in building positive relationships with children, families and colleagues, creating a welcoming environment where everyone feels safe, respected and included.
SC2: Demonstrated understanding of, or a commitment to learning about, the National Quality Framework (NQF) and the My Time, Our Place Framework for School Age Care, with the ability to contribute to engaging, child-centred programs that support children's wellbeing, development, agency and play-based learning.
SC3: A strong commitment to child safety and wellbeing, including an understanding of the Victorian Child Safe Standards, professional boundaries, mandatory reporting responsibilities, and the ability to promote a culture where children's voices are heard, respected and acted upon.
SC4: Demonstrated ability to work effectively in a dynamic OSHC environment, building positive relationships with children, supporting daily routines and experiences, and collaborating with colleagues in a reliable, flexible and professional manner.
SC5: Enthusiasm for learning, with a willingness to seek and act upon feedback, participate in professional development, engage in reflective practice and contribute to the continuous improvement of the service.
[Attendance requirement for this position]
OSHC Educators assist the OSHC Coordinator to implement a fun, safe, and enriching program for children before and after school. Under the direction of the Coordinator, Educators help ensure that the service operates smoothly and in accordance with the National Law, National Regulations, and the National Quality Framework (NQF).
OSHC Educators report to the OSHC Coordinator, who reports to the principal and/or Business Manager.
An education support class position at this range will perform tasks that are carried out in accordance with guidelines, accepted practice, and school policy under supervision and direction. This may include coordination of other education support class staff within the work area or educational program.
An education support class position supports the educational services being provided to students but must not include duties of a teacher as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students can be required individually or in groups up to 4 in controlled circumstances and where the responsibility for students remains clearly with a teacher.
Certification and/or qualifications of up to three years can be required at this level (noting that Registered Nurse is not included at this level, the first level for which is Level 1 range 3).
A role at this range may include:
- Specific support tasks to achieve outcomes. Typically, this will involve accountability for a single function, (e.g. ensuring data is properly maintained) or the co-ordination of a work area under the direction of the principal or a manager.
- Assisting teachers, within an educational program, by undertaking specific support tasks or the coordination of the support function.
- Supervised health and wellbeing support tasks, medical intervention support tasks, or other specialised student/teacher support roles (e.g. enrolled nurses performing the role as described in schedule 3). These roles require specific qualifications and/or training, including roles where further training must be undertaken from time to time. The role is for a specific purpose, for which there will be direct accountability as opposed to support roles that are carried out by a range of staff performing routine tasks under direction.
- Technical tasks that require a sound knowledge of basic technical and/or scientific principles that are used to develop and adapt work methods and make judgements where there are clear guidelines and limited options. Routine technical support in libraries, science, and information technology would be typical examples.
An education support class position at this range commencing at the base will initially be limited to undertaking routine tasks that are carried out under close supervision and direction. Work that carries some degree of independence will generally involve a limited number of tasks performed on a regular basis where priorities are clear, procedures are well established, and direction is readily available. Subject to any specific qualification and/or training requirement, an education support class employee employed in this range may be progressively required to undertake coordination, specialised student/teacher support tasks, or technical tasks as experience in the role is gained.
Key Responsibilities
1. Educational Programming
- Actively engage in planned and spontaneous experiences with children, encouraging involvement and scaffolding learning.
- Support the Coordinator with learning documentation, planning, and reflection cycles.
- Establish and maintain clear expectations with children, using role modelling and shared OSHC behaviour strategies.
- Promote autonomy, responsibility and the development of important life skills.
2. Health and Safety
- Ensure children are safe and actively supervised at all times.
- Assist with preparing daily meals under supervision of the Food Safety Supervisor.
- Complete accident/injury reports promptly and communicate all incidents to the Coordinator.
- Follow all relevant health and safety policies and procedures.
3. Physical Environment
- Monitor the environment to ensure it remains clean, safe and well-maintained.
- Use materials and equipment responsibly to minimise wastage and damage.
4. Relationships with Children and Families
- Build warm, respectful and professional relationships with all children.
- Greet parents and carers warmly at pick-up and drop-off times.
- Follow inclusive practices and support full participation for children with additional needs.
- Maintain confidentiality and sensitivity regarding the needs and backgrounds of children and families.
5. Teamwork and Compliance
- Contribute to a collaborative and supportive team culture.
- Actively participate in quality improvement processes aligned to the National Quality Standards (NQS).
- Adhere to all service policies, guidelines, and legislative requirements.
A comprehensive staff handbook will be provided on commencement
- Provide routine clerical or other administrative support responsibilities including general telephone, front office enquiries, mail deliveries, assisting with stock control, supporting organisation of meetings, receiving and initial processing of standard paperwork
- Maintain, enter and retrieve data from the schools IT systems, such as the school's records system, including computerised student, staff and school records
- Maintain and update office records, enrolment data, diary records, and basic written records
- Support or coordinate the preparation of standard routine internal and external communication according to school procedures (e.g. form letters, newsletters)
- Source basic data or factual information from given sources to support school administrative functions, e.g. books, reports, manuals, catalogues, tables, forms, etc.
- Coordinate the delivery of administrative services within the school
- In consultation with the principal, determine and manage work priorities within the school office
- Develop and implement strategies to ensure effective administration procedures
- Coordinate the implementation of requisitioning, purchasing and issuing procedures
- Manage client reception and office operations
- Liaise with school staff in regard to support requirements
- Coordinate staff timetabling
- Undertakes VASS and/or VET administration support
- Supports the first aid facilities and assists in delivering first aid to students
Position Requirements
Essential
- Currently holds, or is working towards, an approved qualification under the National Quality Framework for OSHC. Qualifications in Education, Children¿s Services, Community Services, Youth Work, Physical Education or Sport Science are acceptable. Approved qualifications: https://www.acecqa.gov.au/qualifications
- Knowledge and understanding of developmental needs of children aged 5¿12, including children with additional needs.
- Valid Working with Children Check (Employee).
- Ability to work effectively as part of a team.
- Strong interpersonal and communication skills.
- Strong organisational skills and the ability to use initiative.
- Capacity to meet the physical requirements of the role safely.
Desirable
- Current First Aid Certificate
- Anaphylaxis Management Certificate
- Asthma Management Certificate
- Safe Food Handling Certificate
- Digital technology skills
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
- 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
