Occupation: Education and training
Location: Melbourne - Southern suburbs
Reference: 1524247
Location Profile
Hampton Park Primary School is a dynamic and inclusive learning community located in the heart of Hampton Park. With a rich history spanning over 100 years, our school continues to evolve to meet the needs of our diverse and growing community. We are committed to providing high-quality education in a safe, engaging, and supportive environment where every child can thrive. Our culturally and linguistically diverse community is a strength, and we value the rich experiences and perspectives our families bring to our school.
Is HAMPTON PARK PRIMARY the right school for you?
We encourage you to take a tour of our school, as it provides the best opportunity to experience our environment, meet staff, and determine if it is the right fit for you. To make arrangements, contact the school onhampton.park.ps@education.vic.gov.au or 9799 1440.
Our Vision & Values
At Hampton Park Primary, we believe that education is the foundation for a bright future. Our vision is to empower lifelong learners who contribute to and thrive in an inclusive and connected community.
Guided by our values of Respect, Responsibility, and Resilience, we instil in students the skills and mindset needed to succeed in school and beyond. These values are embedded in our teaching, learning, and interactions every day.
Our Approach to LearningWe are committed to evidence‐based teaching practices that cater to diverse learning needs. Our English program is informed by Science of Reading, ensuring that all students develop strong literacy skills through a structured, systematic approach. We prioritise whole‐class explicit teaching, with a focus on phonemic awareness, phonics, fluency, vocabulary, and comprehension.
Our structured English and Mathematics models ensure all students build strong foundational skills, while our specialist programs in STEM, Visual and Performing Arts, Health & Physical Education, and Mandarin provide rich and engaging learning opportunities.
Beyond the classroom, our students participate in intervention and enrichment programs that support individual growth as well as a range of lunchtime clubs, leadership opportunities, and community initiatives.
A School Where Wellbeing Matters
Student wellbeing is central to everything we do. We have:
* A dedicated Wellbeing Hub, part time school psychologist, occupational therapist & speech pathologist, and social‐emotional learning programs to support students.
* A termly focus on explicitly teaching and reinforcing our shared expectations and values to support positive behaviour and wellbeing.
* Lunchtime clubs, Breakfast Club, and structured play programmes to foster connection and engagement.
Our Team & Professional Learning Culture
Our staff are collaborative, reflective, and driven by a shared commitment to excellence. We foster a professional learning cycle of Learn, Plan, Commit, and Reflect, ensuring continuous growth and improvement.
We are looking for educators who:
* Are committed to evidence‐based teaching and learning.
* Value teamwork, shared leadership, and a strong sense of community.
* Are passionate about making a real difference in the lives of students.
Key Improvement Strategies
In Term 4 2023 we had our last review and we are currently in our second Annual Implementation Plan. Our focus is on:
* Establish a culture of high expectations through shared accountability, consistency of practice and rigour.
* Develop instructional leadership capabilities to improve pedagogical practices and data literacy.
* Build the curriculum and assessment capabilities of staff to effectively differentiate learning for all students.
* Embed newly redefined whole school purpose, vision and values.
* Establish and embed a school‐wide approach to social and emotional learning.
* Enhance opportunities for agency, advocacy and ensure equity and inclusion.
* Build a school‐wide approach to supporting students requiring reasonable adjustments.
Join Our Journey
Hampton Park Primary School is a school with a proud history and an exciting future. If you are looking for a place where you can collaborate, grow, and have a meaningful impact, we could be the perfect fit for you.
Selection Criteria
* SC 1 – Ability to build positive, respectful relationships with students, particularly those at risk of disengagement.
* SC 2 – Demonstrated experience working with school staff and support teams to plan and implement supports for students, including behaviour support plans, safety plans and Student Support Group (SSG) processes.
* SC 3 – Strong interpersonal and communication skills, including the ability to communicate effectively with students, staff and families.
* SC 4 – Knowledge and ability to support students during conflict or emotional distress using appropriate de‐escalation and wellbeing strategies.
* SC 5 – Ability to maintain accurate records, contribute to meetings, follow school policies, and engage in ongoing professional learning.
Role
Attendance is Monday - Friday. Minimum hours 8:30am - 3:30pm, with 1-2 longer days as negotiated.
Range 3 is distinguished by the introduction of management responsibility and accountability for the delivery of professional support services. The role will usually impact beyond the work area or professional field. It seeks to gain cooperation of other staff members or members of the school community to achieve specific objectives, such as in school administration, operations or educational programs.
Direction on targets and goals is provided but the position will have some degree of latitude in determining how they are achieved. This latitude will generally be limited by standard procedures and school policy. Deviation from standard procedures and school policy will require guidance and direction from senior management.
The provision of business management responsibilities becomes a feature at range 3. Management of staff to achieve the expected outcomes is a key responsibility. Staff management issues will be resolved with minimal reference to senior management, although guidance will be required in more complex cases. Senior management will be provided with timely reports and advice, although this will generally be confined to matters relating to the immediate work area, service provision or educational program and is unlikely to impact substantially on whole of school operations.
This is the minimum range for positions that carry a mandatory qualification requirement of not less than four years. Professional student support positions become a feature at range 3 (e.g. therapists, psychologists) where standard professional services are delivered. Professional support and guidance will be close at hand and deviation from standard procedures and school policy will require guidance and direction from senior management.
An education support class position supports the educational services being provided to students, but must not include duties of teaching as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students cannot be required except where it is an integral part of the employee's position or involves supervision of students individually or in small groups, in controlled circumstances, where the responsibility for students remains clearly with a teacher.
Responsibilities
* Work as part of the school's wellbeing team to support student engagement, wellbeing, and inclusion.
* Report to Leadership Team, Assistant Principal and Principal.
* Build positive relationships with students, particularly those at risk of disengagement.
* Provide individual and small group support focused on social and emotional needs.
* Assist in developing and implementing student support, behaviour and engagement plans.
* Support students during times of crisis, conflict or emotional distress using appropriate de‐escalation strategies.
* Liaise with families, teachers, leadership and external agencies to coordinate support for students.
* Facilitate wellbeing programmes, lunchtime activities, and targeted intervention groups.
* Actively engage with students during recess and lunch breaks, building positive relationships and supporting safe and inclusive play.
* Support targeted students with transitions between environments throughout the day (e.g. start of day, between classes, after recess and lunch) to promote regulation and readiness for learning.
* Support attendance and engagement strategies for vulnerable students.
* Maintain accurate records and contribute to appropriate meetings (e.g. SSGs, wellbeing meetings).
* Promote a safe, inclusive and child‐safe school environment in line with Child Safe Standards.
* Contribute to whole‐school wellbeing initiatives and positive behaviour frameworks (e.g. SWPBS).
Who May Apply
Appropriate youth worker qualifications (minimum Cert IV in Youth Work).
Diversity and Inclusion
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 marrung@education.vic.gov.au
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.
Child Safe Standards
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:
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:
* All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
* Appointment of successful applicants will be made subject to a satisfactory pre‐employment conditions check.
* A probationary period may apply during the first year of employment and induction and support programmes provided.
* Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx
Applications close Sunday 3 May 2026 at 11.59pm
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