Start Assessment - OSHC Professional Standards

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Step 1 - Tell us a little about yourself

Self Assessment

Educator Professional Standards Self-Assessment

Step 1 - Tell us a little about yourself

Share a few details so we can personalise your report and follow-up support. This information is used only to deliver your results and will not affect your score.

First Name*

Last Name*

Email Address (personal email should be used)*

What sector/industry do you work in?*

Current employment status*

Employer / organisation*

Country*

State*

Other*

Current or intended OSHC role*

Years in role*

Follow-up contact

I agree to follow-up contact about my self-assessment and employment.

DTET reporting

I agree to my information being used for DTET reporting, as described in the Privacy and Ethics Policy.

Confirmation

I would like to benchmark my profile scores against the rest of the cohort.

Confirmation*

I acknowledge the OSHC assessment Privacy Policy and agree to receive your assessment results.

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Step 2 - How you currently work

Self Assessment

Educator Professional Standards Self-Assessment

Step 2 - Respond to each of the statements below

You'll see 28 statements aligned to the Professional Standards. Use the guidance below to choose the option that best reflects your current practice.

Guidance

Read each statement and consider your knowledge and/or ability in relation to the statement.
Answer honestly to ensure your plan profiles your strengths and opportunities.
This process is more than validation alone, it is to support growth and development.
Consider each of the four descriptors alongside each statement and select the descriptor that best fits your current knowledge and/or ability.

Foundation

“I'm starting out”

New to the concept or to OSHC. Works under guidance, seeks feedback, builds relationships and learns the service's routines, program and philosophy.

Developing

“I'm building consistent, reliable practice”

Needs less supervision. Uses own judgement in familiar situations, applies the framework and regulations with growing confidence, reflects with colleagues.

Proficient

“I practise confidently and independently”

Works autonomously and intentionally. Adapts experiences to children's needs, explains decisions using the framework and evidence, manages complex situations.

Highly Accomplished

“My practice lifts others and the profession”

Recognised as exemplary. Mentors and coaches others, leads pedagogy and quality improvement, and contributes beyond the service.

How do you identify, plan and engage in professional learning?*

Q1 of 28

I use feedback, appraisal and self-assessment against these Standards to identify where my practice feels uncertain

I purposefully select learning matched to my identified needs and participate actively

I shape learning plans for myself and others, aligned to service goals

I complete the training required for my role

How do you use the Framework’s principles, practices and outcomes?*

Q2 of 28

I deliberately draw on the principles, practices and outcomes to plan, explain and strengthen the program

I recognise the principles, practices and outcomes on paper

I support colleagues to see and use the principles, practices and outcomes in their own practice and across the program

I notice the principles, practices and outcomes in everyday moments of practice

How do you approach the inclusion of all children?*

Q3 of 28

I adjust my own practice, environments and routines so that individual children can participate and belong

I work with families as the experts on their child, and seek support from inclusion programs and allied health professionals, to plan for inclusion

I follow inclusion plans and strategies that others have prepared

I plan across the service so that inclusion never depends on any single educator being on shift, and guide colleagues in inclusive practice

How do you respond to the experiences children bring with them to OSHC?*

Q4 of 28

I can make sense of what I see, such as an outburst that is really the overflow of a hard day, and respond in ways that help the child feel safe

I deliberately build the predictable routines and relationships that make OSHC a steady place in an unsteady week

I respond to children with patience and warmth, recognising that what happens at home, at school, in the community and online affects them

I lead trauma-informed practice across the team and support colleagues to understand and respond to children’s experiences

How do you manage experiences, activities and routines to keep children safe?*

Q5 of 28

I position myself where I can see and be seen, and keep accurate attendance at every point

I design routines and supervision approaches that make the whole service safer

I follow supervision plans and routines reliably

I actively assess and adjust for risk as numbers, weather and activities change, anticipating rather than reacting

How do you apply professional learning and critical reflection to improve your practice?*

Q6 of 28

I give new approaches a fair run and keep what works

I lead reflective practice that lifts the whole team

I try new ideas when prompted

I reflect critically on why I respond as I do and whose needs that meets, and adjust my practice independently

How do you support children’s rights and agency in OSHC?*

Q7 of 28

I ask children what they want and act on their ideas within a safe, supportive structure

I lead a program and culture where children’s influence is visible to everyone, and support colleagues to do the same

I build experiences that are genuinely shaped by children’s voices, and children can see their influence in the program

I offer children choices and listen to their views

How would you describe your knowledge of My Time, Our Place (the Framework)?*

Q8 of 28

I can explain the Framework’s purpose and structure confidently to families and colleagues

I use the Framework’s structure to guide decisions across the whole service and support colleagues to do the same

I know the Framework exists and can recognise its key parts

I understand that the Framework is a shared professional language for play and leisure settings, not a curriculum or checklist, and how its principles, practices and outcomes connect

How do you engage with digital technologies in the program?*

Q9 of 28

I supervise online activity as required, have conversations with children about online safety and use technology as needed for program purposes.

I follow the service’s digital policies carefully, including on devices, images and social media

I use technology purposefully to enrich and document the program and as one choice among many that brings children together.

I lead safe, ethical digital practice across the service

How do you engage with families, the school and other professionals beyond your team?*

Q10 of 28

I confidently manage key relationships with the school, families and allied health professionals

I build partnerships that strengthen the service’s place in its community

I communicate honestly and respectfully with families, including in difficult conversations, and know when to bring in my coordinator or nominated supervisor

I have courteous, appropriate contact with families, school staff and others

How do you promote cultural and psychological safety for all children?*

Q11 of 28

I make sure every child’s name, family, language, culture and faith are respected and reflected in the program

I model respect and respond to incidents such as teasing, exclusion or mocking difference

I shape a culture of cultural and psychological safety that the whole service holds

I proactively build a climate where every child can make mistakes, express feelings, say no and ask for help without fear

How do you evaluate and improve the program?*

Q12 of 28

I lead a cycle of continuous improvement linked to the Quality Improvement Plan

I draw on children’s feedback and behaviour, family input and my own observations to improve what I offer

I evaluate across the program, act on patterns, and can show how this term’s program differs from last term’s because of what was learned

I reflect on the experiences I run and adjust them

How do you contribute to the organisation, structure, implementation and evaluation of the program?*

Q13 of 28

I help organise environments and resources, run experiences, and adapt on the spot when something is not working

I design and evaluate the program as a whole and support others to contribute to it

I shape the program’s structure and flow, balancing predictable routines with open time and choice, and join in honest evaluation afterwards

I reliably deliver my part of a program that others have planned

How do you engage with colleagues?*

Q14 of 28

I actively strengthen how the team works, handling disagreement directly and respectfully and contributing to meetings and planning

I give and receive feedback without defensiveness, and support new and casual educators to find their feet

I build and lead a collaborative professional culture

I am a reliable, cooperative team member who carries my share on shift

How do you support children’s behaviour as individuals and in groups?*

Q15 of 28

I tailor approaches to individuals and groups, reading dynamics, heading off trouble early, and helping children name feelings and repair relationships

I adjust the setting before correcting the child, acknowledge what is going well, and offer calm choices

I apply the service’s agreed behaviour strategies consistently

I lead a positive behaviour culture across the service

How do you maintain children’s safety and wellbeing in line with policies, procedures and legislative requirements?*

Q16 of 28

I know and follow the service’s policies, procedures and legislative requirements reliably

I apply requirements confidently in complex situations and speak up when something is not right

I can apply requirements such as medication, emergency and child protection procedures under pressure

I review and strengthen policy and practice service-wide

Which statement best describes how you use your knowledge of children’s development and interests?*

Q17 of 28

I recognise general age-related patterns in middle childhood and am getting to know the children I work with

I use what I know about children’s development, preferences and interests to understand their behaviour and shape the experiences I offer

I know each child as an individual, use that understanding to shape the program, and notice when something changes for a child

I guide colleagues to build and use their knowledge of each child so that the whole program reflects children’s development, needs and interests

How do you make decisions about your practice?*

Q18 of 28

I follow the approaches of others

I articulate and model pedagogy for the team

I observe children closely and use what I notice to decide what to offer, change or say next

I make sound independent decisions grounded in observation, and can explain the why behind my choices, not just the what

How do you engage with the program planning cycle?*

Q19 of 28

I run the full cycle confidently, so that what children said and did last week is visible in what the service offers this week

I contribute observations and ideas to a planning cycle that others manage

I take part in each step of the cycle, from observing and listening to children through to reflecting on what comes next

I lead the cycle across the team so that planning is genuinely shaped by children

How do you build relationships and communicate with children?*

Q20 of 28

I deliberately build rapport and secure, respectful relationships with every child, including the hardest to reach

I model and coach relationship-based practice across the team

I have warm, positive interactions with most children

I greet children by name, listen more than I talk, and match my approach to each child

How do you respond to children’s linguistic, cultural, religious and socioeconomic backgrounds?*

Q21 of 28

I actively design experiences, communication and decisions about cost and access so that every child sees themselves reflected in the program

I am aware of, and respect, the different languages, cultures, beliefs and family circumstances children bring to OSHC

I lead a service culture where belonging never depends on fitting in, and support colleagues to design for every child’s background

I take children’s backgrounds into account in my interactions and in the experiences I offer

How do you make children’s learning and engagement visible to families?*

Q22 of 28

I build service-wide approaches that make children’s learning visible to every family and invite families to contribute

I share children’s projects, words and experiences through displays, documentation and the service’s platforms

I share friendly, informal information with families at handover

I provide purposeful documentation and feedback connected to outcomes, including honest two-way exchanges when something needs attention

How do you assess and evaluate whether the program is working for children?*

Q23 of 28

I gather feedback and complete evaluation tasks set by others

I embed a culture of reflection and evaluation across the service, including self-assessment against the National Quality Standard and the Quality Improvement Plan

I select the right tool for the question at hand, and ask who participated, what children gained and what that tells us to change

I use a range of tools, such as observations, learning stories and conversations with children and families, to find out how the program is working

How do you establish goals for learning with children?*

Q24 of 28

I set goals directly with children and families that are meaningful and achievable in a leisure setting, and can say whose voice shaped them

I gather children’s ideas and interests and pass them on

I lead collaborative goal-setting across the whole program, involving children, families, colleagues and the school where relevant

I talk with children about what they want to get better at or find out about, and help shape goals with them

How do you conduct yourself professionally and ethically?*

Q25 of 28

I act in children’s best interests, am honest about mistakes, and raise concerns through the right channels

I set and uphold the ethical standard that others follow

I model professionalism under pressure

I meet expectations reliably: I am on time and prepared, and I maintain confidentiality and appropriate boundaries

Which statement best describes your practice in creating culturally safe environments for Aboriginal and Torres Strait Islander children?*

Q26 of 28

I guide colleagues and build partnerships with local Elders and community that shape the whole program

I practise in a confident, relationship-based way that weaves Country, culture and perspectives through the ordinary program, avoiding both tokenism and silence

I understand that every service sits on Aboriginal or Torres Strait Islander land, and that engaging with these histories, cultures and perspectives is every educator’s responsibility

I include Aboriginal and Torres Strait Islander perspectives in the program respectfully and am building my knowledge and confidence

How do you understand and respect Aboriginal and Torres Strait Islander cultures through the Framework?*

Q27 of 28

I confidently embed Aboriginal and Torres Strait Islander perspectives through the program planning cycle

I recognise Aboriginal and Torres Strait Islander cultures as living, diverse and contemporary, and connect them to children’s identity and connection with their world

I know whose Country the service stands on and participate respectfully in Acknowledgement of Country and cultural experiences

I build genuine relationships with local Aboriginal and Torres Strait Islander families and community that are the foundation of the program itself

How do you differentiate your practice to include all children?*

Q28 of 28

I differentiate my own practice fluently in the moment, in ways that never single a child out

I design inclusive experiences from the outset and guide colleagues to do the same

I implement adjustments that others have designed

I make adjustments to games, instructions, spaces and communication for individual children

Standard 1

Standard 2

Standard 3

Standard 4

Standard 5

Domain: Knowledge

Domain: Practice

Domain: Engagement

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