Work Type: Fixed-term - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 2
Occupation: Education and training
Location: Melbourne - Eastern suburbs
Reference: 1518583
SC1 Demonstrated capacity to perform duties consistent with established guidelines and frameworks, including coordinating and supporting others in respect to specific work functions relevant to the role.
SC2 Demonstrated capacity to work and collaborate with others in a team environment.
SC3 Demonstrated capacity to communicate effectively in a team environment, including high level oral and written communication skills.
SC4 Possess the technical knowledge and expertise relevant to the 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.
An OSHC Floor Leader / Responsible Person position performs duties in accordance with the National Quality Framework (NQF), Education and Care Services Regulations, service policies, approved provider guidelines, and school procedures under the direction of the OSHC Coordinator or approved manager.
This role is responsible for the safe and effective delivery of daily program operations, supervision of children and staff within approved ratios, and ensuring compliance with health, safety, and child protection standards. This position does not include duties of a teacher as defined under the Education and Training Reform Act 2006 (Vic) or its successor.
The Floor Leader / Responsible Person must be present on the floor during program times and is accountable for the supervision and wellbeing of children within their assigned area.
Availability:
This role requires availability across Before School Care and After School Care, to ensure consistent supervision and program delivery
Program Supervision & Operational Support
Supervise children in accordance with approved educator-to-child ratios, ensuring a safe and engaging environment.
Support the implementation of daily program activities, transitions, and routines.
Ensure program areas are prepared, well-resourced, and meet safety and compliance standards.
Monitor and respond to children's needs, wellbeing, and behaviour in line with service policies.
Staff Support & Leadership
Provide guidance and support to OSHC educators during program delivery.
Assist in maintaining team performance, adherence to procedures, and positive workplace culture.
Ensure staff are following supervision, safety, and behaviour guidance practices.
Mentor new staff or casual educators as required to maintain consistency of care.
Family Engagement & Professional Service Delivery
Build and maintain professional, respectful relationships with families.
Provide clear, timely communication to parents/guardians regarding children's participation, wellbeing, and daily program updates.
Respond professionally to enquiries, feedback, or minor concerns from families, escalating to the Coordinator as required.
Promote a welcoming and inclusive environment for children, families, and visitors.
Compliance, Safety & Child Protection
Ensure health, safety, and wellbeing procedures are followed, including incident response, medication administration, and behaviour guidance.
Maintain awareness of child protection policies and procedures; act in accordance with mandatory reporting requirements.
Monitor and report hazards or risks within program spaces, activities, or excursions.
Uphold all regulatory, NQF, and service standards within the program environment.
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
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
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
Respect: Honesty, Manners, Acceptance, Tolerance
Responsibility: Happiness, Learning, Health, Teamwork, Cooperation
Resilience: Self-esteem, Self Confidence, Positive Attitudes
Reflection: Thinking, Considering, Wondering, Direction
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. A priority at KEPS is to embed the community into our learning, with parents and carers often invited onsite to participate in the educational journey.
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 KEPS 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.
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 needs.
Student health and wellbeing is a priority at KEPS with a focus on developing confident, enthusiastic and positive humans. Student wellbeing has been extensively resourced in the past 12 months. The introduction of lunchtime clubs and a wellbeing coordinator has further supported positive wellbeing.
The use of 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 have also been used extensively.
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.