Location Profile
About Wilmot Road Primary School
Wilmot Road Primary School (WRPS) is a diverse and dynamic school community in Shepparton, Victoria. Our students come to school with a range of cultural, linguistic, and social backgrounds, contributing to a learning environment that is strengthened by diversity and the positive relationships we foster.
Our vision is to create a community of lifelong learners who can reach their full potential in an inclusive, resilient, and supportive environment.
In 2025, with a new Leadership Team in place, we are entering a period of renewal. We are committed to leading with kindness, integrity, and transparency, while promoting a love of learning grounded in current research.
We aim to connect classroom learning to real-life experiences and provide opportunities for growth, while cultivating high-expectation relationships between staff, students, and our wider community.
WRPS proudly positions itself as a large, supportive network where everyone is valued and cared for. We are committed to equity and to ensuring every child has the chance to be their very best. To support this, we provide a wide range of onsite services, including
- play therapy
- speech therapy
- occupational therapy
- sensory program
- social worker
- paediatric clinic
WRPS currently serves 238 students. Our community is vibrant and culturally diverse, with 54% of students speaking English as an additional language and 12% identifying as Aboriginal or Torres Strait Islander. Based on the Student Family Occupation and Education (SFOE) index, our socio-economic profile is classified as high. Many families rely on the school as a trusted source of support, advocacy, and connection to community services, a responsibility we embrace with pride.
Our vision is to be a school where:
Every child is a learner who can succeed in an environment that is safe, inclusive, and engaging.
Teaching is evidence-based, consistent, and impactful, aligned with the Victorian Teaching and Learning Model (VTLM 2.0).
The curriculum is knowledge-rich, engaging and purposeful, with global perspectives underpinning our core work in English and Mathematics.
Professional learning is embedded in daily practice, with staff engaged in cycles of reflection, coaching, and continuous improvement.
Families and community are active partners in learning, enriching our culture of belonging and achievement.
From 2026, we aim to deepen teacher practice through shared action plans, structured professional learning, and PLC teams, with a focus on:
Building high-expectation relationships between staff, students, and families through the lens of kindness, empathy, and compassion.
Developing fluency in the use of data to ensure teaching is responsive to student needs.
Implementing our school-designed knowledge-rich curriculum, centred on high-quality literature, DET initiatives, and the expectations of the VTLM 2.0.
Providing high-quality, purposeful English and Mathematics lessons that reduce teacher workload and strengthen collaborative planning, enabling a greater focus on pedagogy and adjustments for students.
Offering ongoing support from both Principal Class and Middle Leaders through classroom coaching, planning support, and assessment guidance.
Selection Criteria
Applicants should submit a cover letter, resume and response to the Key Selection Criteria. The names and contact details for three referees must also be included to support the written application.
SC1 Demonstrated experience in education support, assisting learners with additional needs including the capacity to work directly with students who have complex behavioural needs.
SC2 Demonstrated capacity to work and collaborate with others in a team environment.
SC3 Demonstrated capacity to communicate effectively in a team environment, including high level oral and written communication skills.
SC4 Possess the technical knowledge and expertise relevant to the position.
SC5 Demonstrated capacity to provide advice and support to management and other school staff in respect to the work area.
SC6 A commitment to professional learning and growth for both self and others.
Role
This position is from 8:30 am to 3:20 pm each day.
An education support class position at this range will perform tasks that are carried out in accordance with guidelines, accepted practice, and school policy under supervision and direction. This may include coordination of other education support class staff within the work area or educational program.
An education support class position supports the educational services being provided to students but must not include duties of a teacher as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students can be required individually or in groups up to 4 in controlled circumstances and where the responsibility for students remains clearly with a teacher.
Certification and/or qualifications of up to three years can be required at this level (noting that Registered Nurse is not included at this level, the first level for which is Level 1 range 3).
A role at this range may include:
- Specific support tasks to achieve outcomes. Typically, this will involve accountability for a single function, (e.g. ensuring data is properly maintained) or the co-ordination of a work area under the direction of the principal or a manager.
- Assisting teachers, within an educational program, by undertaking specific support tasks or the coordination of the support function.
- Supervised health and wellbeing support tasks, medical intervention support tasks, or other specialised student/teacher support roles (e.g. enrolled nurses performing the role as described in schedule 3). These roles require specific qualifications and/or training, including roles where further training must be undertaken from time to time. The role is for a specific purpose, for which there will be direct accountability as opposed to support roles that are carried out by a range of staff performing routine tasks under direction.
- Technical tasks that require a sound knowledge of basic technical and/or scientific principles that are used to develop and adapt work methods and make judgements where there are clear guidelines and limited options. Routine technical support in libraries, science, and information technology would be typical examples.
An education support class position at this range commencing at the base will initially be limited to undertaking routine tasks that are carried out under close supervision and direction. Work that carries some degree of independence will generally involve a limited number of tasks performed on a regular basis where priorities are clear, procedures are well established, and direction is readily available. Subject to any specific qualification and/or training requirement, an education support class employee employed in this range may be progressively required to undertake coordination, specialised student/teacher support tasks, or technical tasks as experience in the role is gained.
Responsibilities
We seek an Educational Support team member who can:
- Support identified students with daily regulation strategies.
- Support students with strategies that reflect an understanding of sensory needs and therapeutic practices.
- Regularly update leadership on student milestones and behaviours, providing written reports and notes when required.
- Contribute to Student Support Group meetings when required, providing information to school leaders, families and external services.
- Manage our daily breakfast program, ensuring the school has adequate supplies for all students throughout the day.
- Build positive working relationships with students to support their engagement in school.
- Build positive relationships with families to ensure strong home and school partnerships.
- Demonstrate empathy and resilience, knowing that every day is a new opportunity for students to be their best.
Responsibilities may include:
- Provides routine support for teachers including assisting with planning of student routines.
- Supports communication between teachers and parents.
- Communicates with teachers on routine matters related to students and/or other responsibilities.
- Communicating with student/s to support comprehension of basic tasks and information
- Addresses immediate behavioural presentations relating to specific students within a classroom setting aligned to school policy and procedure.
- Provides basic support and supervision for individuals or groups of up to 4 students within a classroom setting.
- Supports teachers in the coordination of educational programs independently or under minimal supervision, liaising with external providers of support services about clearly defined support needs and resources, assisting teachers with the communication of student outcomes and educational programs.
Who May Apply
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
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 *******@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:
https://www2.education.vic.gov.au/pal/child-safe-standards/policy
DE Values
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:
https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview
Conditions of Employment
- 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 programs 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
📌 Education Support - Student Wellbeing
🏢 Government schools
📍 Greater Shepparton City