Employment Status: Part-time or Full-time (negotiable)
Grade: As per Educational Services (Teachers) Award 2010 or Children’s Services Award 2010
Salary: As per award and experience
Reporting To: Director/ Assistant Directors/ Educational Leader
Position Purpose: The Room Leader is responsible for the leadership and day-to-day coordination of their allocated Early Learning room.
The role ensures the delivery of a high-quality, inclusive, play-based educational program aligned with:
- Early Years Learning Framework (EYLF V2.0)
- National Quality Framework (NQF)
- Education and Care Services National Law and Regulations
The Room Leader mentors educators, oversees curriculum implementation, ensures regulatory compliance, and builds strong partnerships with children, families, and the community while reflecting the service philosophy and commitment to continuous improvement.
Key Responsibilities:
Quality Area 1 – Educational Program and Practice
Lead the development, implementation and evaluation of a high-quality, play-based
program aligned with EYLF V2.0.
Guide educators in documenting learning using approved digital and written systems.
Lead critical reflection within the room team.
Contribute to the development and review of the Quality Improvement Plan (QIP) and
Self-Assessment.
Support transitions (into care, between rooms, to school).
Ensure programming aligns with Regulations 73, 74, and 75.
Quality Area 2 – Children’s Health & Safety
Ensure children are actively supervised at all times (Regulation 115).
Implement and model effective supervision practices across indoor, outdoor and transition times.
Act as a Mandatory Reporter and uphold Child Protection legislation.
Ensure medical management plans, medication administration (Reg. 90–96), and incident reporting (Reg. 85–87) are accurate and timely.
Lead room risk assessments and safety checks.
Promote children’s wellbeing, self-regulation and emotional safety.
Uphold the National Child Safe Principles and zero tolerance for harm.
Quality Area 3 – Physical Environment
Coordinate the setup and organisation of engaging, developmentally appropriate learning environments.
Ensure environments: Support
inclusive practice, Promote independence, Reflect sustainability practices, Encourage
inquiry and exploration.
Identify hazards and report maintenance concerns promptly.
Guide educators in maintaining aesthetically respectful and well-resourced spaces.
Quality Area 4 – Staffing Arrangements
Coordinate the setup and organisation of engaging, developmentally appropriate learning environments.
Ensure environments: Support inclusive practice, promote independence, reflect sustainability practices, Encourage inquiry and exploration,
Identify hazards and report maintenance concerns promptly.
Guide educators in maintaining aesthetically respectful and well-resourced spaces.
Quality Area 5 – Relationships with Children
Build secure, respectful and reciprocal relationships with children.
Promote children’s voice, agency and decision-making.
Model positive behaviour guidance strategies.
Support inclusive practices for children with disability.
Promote cultural safety, particularly for Aboriginal and Torres Strait Islander children.
Ensure behaviour guidance aligns with Regulation 155.
Quality Area 6 – Collaborative Partnerships with Families & Communities
Establish respectful, professional relationships with families.
Communicate regularly regarding children’s learning and development.
Encourage family input into curriculum and decision-making.
Support orientation and transition processes.
Participate in family events, goal nights and community engagement initiatives.
Build partnerships with allied health professionals and local schools where required.
Quality Area 7 – Governance & Leadership
Support the Director and Educational Leader to ensure compliance with National Law and Regulations.
Contribute to policy review and implementation.
Maintain accurate records and documentation.
Act as Responsible Person when delegated.
Contribute to leadership meetings and continuous improvement discussions.
Uphold confidentiality and ethical practice at all times.
Ensure practice reflects the service philosophy and commitment to quality improvement
Selection Criteria Qualifications
- Degree in Early Childhood from a recognised University (as listed on the approved qualification list by ACECQA) or Diploma of Early Childhood Education and Care (or equivalent).
- Current Provide an Emergency First Aid response in an Education and Care Setting qualification.
- Current ACECQA approved Anaphylaxis and emergency asthma management training.
- Accredited Child Protection Training.
- Valid Working with Children Check.
Experience Requirements
- Minimum 2 years’ experience in an Early Childhood Education and Care setting
- Experience in a leadership or mentoring role (or demonstrated readiness).
Knowledge Requirements
- Demonstrated knowledge of the Early Years Learning Framework and My Time Our Place Framework, Education and Care Services National Law (2010), Education and Care Services National Regulations (2011), Family Assistance Law (Child Care Subsidy 2018)
- Demonstrated knowledge and understanding of NSW Children’s Services Regulations, Child Protection legislation and associated practices.
Skill Requirements
- Strong leadership, mentoring, and interpersonal skills.
- Demonstrated professional level of written and verbal communication skills.
- Demonstrated high level of computer literacy.
Expectations
- To display informed affinity with the ideas, aspirations and ethics of the New School of Arts Neighbourhood House Inc. and to identify with its purpose.
- To attend appropriate development and training courses.
- Demonstrate commitment to community collaboration, inclusive practice, and cultural
responsiveness.
- Work closely with the Educational Leader to ensure community voices enrich the
curriculum.
Additional Information
The New School of Arts Neighbourhood House Inc. has a smoke free environment on all The New School of Arts Neighbourhood House property and motor vehicles.
Demonstrate commitment to equal employment opportunity principles with regard to all employment activities.
Employment is subject to acceptable completion of a Working with Children Check.
