Out of School Care Assistant

Government schools – Melbourne Northern Suburbs VIC Selection Criteria SCI – Demonstrated capacity to perform duties consistent with established guidelines and frameworks relating to the care, learning, wellbeing and safety of children. SC2 – Demonstrated capacity to work collaboratively with others in a team environment. SC3 – Demonstrated capacity to communicate effectively in a team environment, including high‑level verbal and written communication skills. SC4 – Possess the technical knowledge and expertise relevant to the position, including knowledge of the developmental needs of children aged 5‑12 and of the National Quality Framework (NQF) for Outside School Hours Care services. Role Attendance: 7am‑9:30am and 2:30pm‑6pm (flexibility of shifts and total hours for right candidate). 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. Responsibilities 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. 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. Physical Environment Monitor the environment to ensure it remains clean, safe and well‑maintained. Use materials and equipment responsibly to minimise wastage and damage. 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. 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. Who May Apply 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: 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 Diversity and Inclusion 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 ********@education.vic.gov.au 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. Child Safe Standards 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: DE Values 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: Conditions of Employment 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 Location Profile At Newlands Primary School, our motto Through relationships we build success underpins everything we do. We provide a caring and challenging learning environment that supports every student to thrive. Our core values Care, Curiosity, Creativity and Responsibility are embedded in our whole‑school learning culture and guide our approach to teaching and community engagement. Located in the residential area of Preston West, within the City of Darebin and directly opposite the Coburg Hill housing development, Newlands Primary draws students from a wide catchment across the Preston and Moreland areas. The school's Student Family Occupation (SFO) index for 2025 is classified as High, reflecting the general educational and occupational background of our parent community. Newlands sits on a spacious site featuring two open grassed areas and landscaped gardens, offering students a range of passive recreation spaces for reading, games, and social play. Following a major redevelopment, our facilities now include: Two modern learning hubs with six new classrooms designed to support our bilingual program The main school building containing 10 unique hexagonal‑shaped classrooms Two DET portables to accommodate growing enrolments Dedicated specialist spaces for Music, Visual Art, STEAM, Library and Inquiry A brand‑new gymnasium , upgraded staffroom , and a contemporary administration complex In 2020, Newlands was officially recognised by the Department of Education and Training as a Spanish Bilingual School . This bilingual model is reflected in our 2026 grade structure: Foundation : 4 classes (2 Spanish, 2 English) Grades 1/2 : 6 classes (3 Spanish, 3 English) Grades 3/4 : 6 classes (3 Spanish, 3 English) Grades 5/6 : 6 classes (3 Spanish, 3 English) Our Specialist Programs include: Music (Spanish) Visual Arts (Spanish) Physical Education (Spanish) Community Inquiry (English) Wellbeing (English) STEAM (English) Our administration team includes a full‑time Business Manager, Senior Office Manager, and Office Administrator. We are proud of our dedicated and diverse teaching staff who work collaboratively in professional teams to plan, share, and deliver high‑quality learning experiences. Despite limited access to some resources, our staff remain committed to providing the best possible programs for all students. Newlands benefits greatly from strong community involvement. Parents and carers actively participate in classroom programs, sharing their skills in music, art, gardening, and cooking. Families are encouraged to contribute through School Council, the Parents and Friends Association (PFA), or one of our many sub‑committees. With projected enrolments of 470 students in 2026 , Newlands Primary School has experienced steady growth over the past five years. We believe this reflects both the regeneration of our local area and the high regard the community holds for its local neighbourhood school. Out of School Hours Care (OSHC) Service – Newlands Primary School At Newlands OSHC, 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 160 children per session . We are proudly community‑based and committed to providing a creative, stimulating and safe environment where each child's wellbeing and best interests are central to all decision‑making. Our practices are grounded in the My Time, Our Place Framework for School Age Care . Our programs are planned by qualified educators and reflect each child's interests, cultural background, family context and stage of development. We design routines and experiences that foster social, emotional, creative and physical development , making use of our extensive outdoor areas and indoor multipurpose spaces. Children are invited to participate in planned arts, crafts, social games, and sports activities, along with opportunities for self‑directed play, exploration and relaxation . #J-18808-Ljbffr