Leadership and commitment

Part one of the IncludED@OSHC learning journey 

As a leader of OSHC, you play a crucial role in making sure children with complex disability are included in your service. Your job as a leader, after all, is to lead the way.

In an organisation, leaders are typically responsible for:

  • organisational culture
  • professional learning
  • program development
  • individualised support

These responsibilities are reflected in the National Quality Standard – governance and leadership:

  • Quality Area 7 – Governance and leadership: staff are supported to undertake learning and development, and their performance is assessed to identify improvement opportunities.

Creating an inclusive culture in your OSHC

Below are three important ways you can lead the way in creating a culture in your OSHC service that includes children with complex disabilities.

Role model inclusive behaviour

  • as a core part of your service, show how committed you are to making children feel included
  • be open and willing to try new things, take advice and continuously improve
  • lead by example at an operational level, engage with all levels of staff and be ready and willing to provide hands-on support and care to children with complex disabilities
  • champion inclusive practice by being an inclusive employer and recruiting staff members with disabilities
  • establish close working relationships with schools so you can learn about their inclusive experiences.

Introduce inclusive policies and practice

  • set expectations, policies and procedures to support children with complex disabilities
  • develop individual support plans adjustments for the children
  • communicate your service's expectations and policies to all staff, parents/carers, families and program partners
  • make sure your inclusive policies and practices are in line with the requirements under the Disability Discrimination Act 1992

Embed and embrace the IncludED@OSHC framework

  • put in place all seven elements of the framework
  • make sure staff have access to the resources and equipment they need to deliver services and support
  • identify what funding is available for extra support from sources such as the Inclusion Support Program or community grants
  • help staff access professional development so they can better understand how to provide care to the children.