Out Of School Care Coordinator/Administrator

Vision

To promote a culture of high expectations and excellence through the provision of a teaching and learning environment that challenges, stimulates and nurtures. Students to be self-motivated, resilient and reflective learners, who think critically and creatively. Students will enhance their learning through the development of digital literacy skills and the use of emerging technologies. Experiencing success as literate and numerate students, they will be positively engaged members of their local and global community.

Values

Kew East Primary School (KEPS) embraces five core values which form the actions for the whole school. These values are actively promoted and underpin all levels of operation throughout the school.    

           Relationships: Friendship, Kindness, Compassion, Family, Enjoyment, Empathy, Fairness

• Positive relationships are developed and fostered, which build on trust and mutual respect.

Respect: Honesty, Manners, Acceptance, Tolerance

• Behaviour that demonstrates the acceptance of differences and decisions.

Responsibility: Happiness, Learning, Health, Teamwork, Cooperation

• Develop the ability to work independently and with others with good intent.

Resilience: Self-esteem, Self Confidence, Positive Attitudes

• Actively encourage student connectedness, perseverance, active citizenship and social competencies

Reflection: Thinking, Considering, Wondering, Direction

·         Thinking about what we have achieved, where we need to go next and what we would do differently

Background

Kew East Primary School (KEPS) is a high performing school and has a stable enrolment of approximately 368 students. Students attending KEPS come from predominately high socio-economic backgrounds. The student demographic also includes some students from Language Backgrounds Other than English (LBOTE).

The KEPS curriculum program is based on the Victorian Curriculum which covers from Foundation to Year 10. KEPS has a dual class structure, with straight year level classes in Foundation, Year 1 and Year 2 and multi-age classes in Years 3-4 and Years 5-6.  A high proportion of our students (70%) from Foundation to Year 6 work beyond the expected levels of achievement. The school¿s NAPLAN results are outstanding, often placing us at the top of our similar schools.  This is attributed to an explicit, differentiated teaching approach. To cater for the diversity of students¿ learning needs within and across year levels, a differentiated curriculum is planned for and delivered through flexible student groupings, such as ability, and mixed ability.

Individual student goals are developed at each year level, Foundation to Year 6, and provide students with the opportunity to identify, multiple reading, writing and Maths goals each term which are conferenced with their class teacher. The development of student goals where they are regularly monitored and negotiated between student and teacher, has been a major focus over the last 4 years, to build student agency.  Staff have spent extensive time exploring, refining and further incorporating the high impact strategies (HITs) into their practice.

Some students will also have negotiated Individual Learning Plans, to cater for and support their extension or intervention needs, and these are reviewed at least once a term.

A great deal of effort has been imputed into making classrooms inclusive where reasonable adjustments are made, to cater for students diverse learning and management needs.  Staff have spent time planning, documenting and revising reasonable adjustments made.

The use of ICT and digital technologies has grown significantly where extensive resources have been purchased, such as, spheros, beebots, code-a-pillars and makey makey boards.  Applications of Seesaw, Green Room, Stop Motion and Scratch and WebEx have also been used extensively.  Banks of laptops and iPads have also been purchased and used across the school, along with the computer pod (for whole class) and desktop computers in all classrooms.

The school provides additional opportunities for maths extension and literacy intervention to further support the needs of students. Specialist teachers deliver programs in Italian, Visual Arts, Music and Physical Education. The school¿s music program is exceptional, enjoying an outstanding reputation for providing additional and unique opportunities for students to perform in our social (Year 4) and concert brass bands (Year 5-6). This extra curricula activity promotes student engagement and provides an opportunity not commonly found in other primary schools.

KEPS has well-resourced facilities including, a multipurpose centre which includes, a gymnasium, music rehearsal room, tutorial rooms for instrumental music lessons, and a LOTE room; Out of hours School Care, junior school hall, library, art room and computer room.

Out of School Care Coordinator/Administrator

Selection Criteria

SC1   Demonstrated to implement and perform duties consistent with established guidelines and framework, including coordinating and supporting others in respect to specific work functions relevant to the OSHC Coordinator role.

SC2   Demonstrated capacity to work and collaborate with others in a team environment.

SC3   Demonstrated capacity to communicate effectively with students and families to support children¿s academic, emotional and behavioural needs.

SC4   Possess the technical knowledge and expertise relevant to the OSHC position.

SC5   Demonstrated capacity to provide advice and support to management and other school staff in respect to the work area.

SC6   A commitment to professional learning and growth for both self and others.

Role

As the OHSC Coordinator, you will be responsible for the delivery of high-quality care to primary school aged children at this service.  The Outside School Hours Care Coordinator is employed by the Kew East Primary School Council and reports to the Principal and business manager.

The program operates Monday to Friday during term weeks from 6:45am ¿ 8.45am and 3:00pm ¿ 6:00pm on weekdays. 

We allow time for set up and paperwork in regular hours.  Hours of work can be negotiated with the successful applicant but will include being rostered onto some Before and After care sessions.

The position is a 48/52 position which will include recall to duties of 1 day each Term 2, 3 & 4 term break and three days before the start of each new school year.

The successful applicant will:

·         Demonstrated capacity to lead, coordinate and manage the delivery of an Outside School Hours Care (OSHC) service

·         Implement and maintain the National Quality Standards throughout the centre

·         Excellent time management and organisational skills

·         Demonstrated skills in working with diverse children

·         Success in establishing and maintaining positive parent and community relationships

·         Computer skills and, ideally, knowledge of the programs administrative software HubHello including processing of new enrolments and the processing of user invoices/payments

·         Completed or working towards a Diploma/Advanced Diploma of Children Services/Degree in Early Childhood Education and Care, Primary Education of equivalent

·         Certificate in First Aid (Level 2) training as prescribed in the Education and Care Services National Law Act 2010 or willingness to obtain one

·         Be willing to apply for PRODA registration and a National police check

·         Hold a Working with Children Check (WWCC) employee type or current Victorian Institute of Teaching registration

·         Food Handling certificate or willingness to obtain one

Desirable

·         Anaphylaxis and Asthma training as prescribed in the Education and Care Services National Law Act 2010

·         Previous experience working in a leadership role in a OSHC or childcare setting.

Responsibilities

As the Coordinator you will be responsible for all aspects of the delivery of the OSHC program.  You will:

Ø  Lead the session of care both Before and After care

Ø  Recruit and provide a relevant orientation process for all new educators to join the OSHC team to clearly inform them of the requirements and other procedural aspects of the day-to-day provision of the program

Ø  Support all casual staff to build capability within their role

Ø  Undertake the completion of administrative tasks, accurately and in a timely manner, including, but not limited to, the completion of medical records, collection of data, staff records and other record keeping matters as required.  Development and implement our Educational Program and follow the Muy Time Out Place (MYTOP) Curriculum Framework

Ø  Develop and implement operational policies and procedures specific for OSHC as set out by the Education and Care Services National Law Act 2010 and Education and Care Services National Regulations 2011 and policies and procedures of the service

Ø  Ensure the inclusion of all children and young people within the service, including those with additional care needs

Ø  Manage the OSHC budget requirements provided and account for expenditures in accordance with school procedures to ensure food, resources and supplies are maintained and Child Care Subsidy (CCS) rebates are claimed

Ø  Manage, monitor and undertake the preparation of nutritious good for students ensuring this is done in a healthy and safe manner in accordance with Food Handling Health and Nutrition guidelines, policies and procedures

Ø  Provide regular reports to School Council as required. Work creatively and efficiently to implement both verbal and written skills, with the ability to write and communicate at a high-level

Ø  Prioritise and meet deadlines

Ø  Demonstration initiative and capacity to work with minimal supervision and be autonomous

Ø  Demonstrate ability to maintain confidentiality

Ø  Be a high performer and multi-tasker

Ø  Have a high level of professionalism and work ethic

Ø  Work hard to build a strong rapport with our families, educators, the Kew East Primary School community and the wider community

Ø  Bring a high level of working knowledge, skills and abilities to the role to support the service to exceed the National Quality Standards

Ø  Bring a high level of working knowledge and demonstrated implementation of the National Quality Framework, the Education and Care Services National Law Act 2010 and the Education and Care Services Regulations 2011 ¿ and MTOP as required for the provision of OHSC programs

Ø  Attend professional development opportunities as appropriate to ensure knowledge and skills are up to date with current practices and trends in the OSHC sector

Individuals with the aptitude, experience and/or qualifications to fulfill the position's specific requirements.

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.

The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, 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 family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via *******@education.vic.gov.au

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