Amberley O.S.H.C.

Children are our future, We are dedicated to their success!

8.2 Educational Leader

Amberley OSHC acknowledges the need to have a suitably qualified and experienced Educator to lead the development of the program and to ensure the establishment of clear goals and expectations for teaching and learning.  The Nominated Supervisor will oversee the development and implementation of the educational program for Amberley OSHC.

Relevant Laws and other Provisions

The laws and other provisions affecting this policy include:

  • Education and Care Services National Law Act, 2010 and Regulations 2011
  • Commission for Children and Young People and Child Guardian Act 2000
  • Duty of Care
  • NQS Area: 1; 2.2.2; 3.1.3; 3.2; 3.3; 4.2; 5.2.1, 5.2.3; 6.1.2, 6.1.3; 6.2.1; 6.3; 7.1; 7.2; 7.3.1, 7.3.2, 7.3.3, 7.3.5. 
  • Policies: 2.1 – Respect for Children,  2.3 – Educator Ratios, 3.3 – Educators Practice, 8.1 – Role and Expectations of Educators, 8.3 – Recruitment and Employment of Educators, 8.8 – Employee Performance Monitoring, Review and Management, 8.10 – Employee Orientation and Induction, 10.1 – Quality Compliance, 10.5 – Approval Requirements under Legislation.

Procedures

The Approved Provider designate, in writing, a suitably qualified and/or experienced educator as the Educational Leader for the service, and to note this designation on the staff record.

 The Educational Leader will be responsible to:

  • Lead the development of Amberley OSHC program, using the My Time, Our Place: Framework for School Age Care in Austraia, to inform and guide children’s learning and development, and ensuring that clear goals and expectations have been established;
  • Ensure that curriculum decision making is informed by the context, setting and cultural diversity of the families and the community;
  • Ensure that the foundation for the program is based on the children’s current knowledge, ideas, culture and interests;
  • Ensure that each child’s learning and development is assessed as part of an ongoing cycle of planning, documenting and evaluating;
  • Ensure that critical reflection and evaluation of children’s learning and development is used for planning and to improve the effectiveness of the program;
  • Mentor educators in the implementation of the program, provide professional support to assist with further skills and knowledge and provide opportunities for ongoing reflection and feedback on current practices.
  • Ensure that families have opportunities and support to be involved in the program and service activities as well as contributing to the review of service policies and decisions.
Reviewed 13 April 2015, Updated 5 June 2017


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