Occupation: Health and allied health
Location: Melbourne - Northern suburbs
Reference: 1524230
Location Profile
Wollert Primary School opened in 2022, one of many new schools to open in Victoria in the last few years. Wollert Primary School is located at 131 De Rossi Boulevard, Wollert 3750, in the middle of a fast-developing growth corridor, where enrolment is steadily increasing. Our 2026 enrolment is currently 653 students.
Wollert Primary School is an inclusive school, committed to developing exemplary practice in Inclusive Education that will not only benefit our own students, but our network and education system as a whole. Our commitment to fostering exemplary inclusive practices will provide opportunities for staff, students and families to develop a deep understanding of the language, conduct and mindset needed to ensure inclusion is seen, heard and felt in our school. Wollert Primary School prides itself on building a culture that allows full access and participation for all. We provide excellent learning opportunities for all students through quality evidence-based teaching approaches, outstanding teaching and learning practices, the Victorian Curriculum, EAL and ABLEs resources.
Wollert Primary School sits beside the Kirrip Community Centre, which includes a three and four-year-old kindergarten. Wollert Primary School abuts rapidly growing residential areas in the suburb of Wollert. Community is important at Wollert Primary School, with staff working in partnership with the community to provide authentic learning opportunities and the best academic and personal outcomes for all students.
Selection Criteria
* Experience, knowledge and skills in delivering OT therapy services to Primary School aged children presenting with intellectual and/or neuro developmental differences.
* Experience with a variety of assessments used in Primary School settings to support engagement in learning.
* Experience and understanding in the use of sensory processing theory and practice in paediatric interventions and school settings.
* Highly developed interpersonal and communication skills including demonstrated ability to consult, negotiate and liaise effectively with students, colleagues and significant others.
* Demonstrated capacity to plan and manage a caseload including the ability to reflect on practice and apply organisational skills that enable efficient prioritisation of workload.
Role
Specialised professional roles will carry a high level of independence and accountability where suitable scope is provided to achieve objectives.
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
Employees within the Allied Health Department at this level must carry a mandatory tertiary qualification (minimum 4 years):
Has a relevant degree or equivalent.
Where required for practice, registration with AHPRA maintained.
Eligible for membership with Occupational Therapy Australia.
Provide standard professional services independently within defined organisational parameters:
Referral prioritisation and response.
Assess, evaluate and implement appropriate interventions to allocated caseload.
Use of standardised assessments as available and where indicated.
Attendance at student specific meetings as requested by Principal Class, classroom staff, families and/or outside agencies.
Completion of school reports for students.
Consistently identifies appropriate agenda items for supervision and team meetings.
Provide operational leadership and strategic planning in respect to professional service delivery within the priorities of their department, discipline and the school:
Independent management of own timetable and caseload.
Prioritisation of own caseload.
Giving guidance on individual student needs.
Training of Educational Support (ES) staff in relation to individual student programs.
Consulting with teachers, outside agencies, families, and Principal class.
Contribute to the organisational structure of the school e.g. yard duty, meal time assistance, attendance at required staff meetings.
Influence management and other professional colleagues in respect to strategies:
Liaise with occupational therapy aides regarding individual program provision.
Policy development as part of the Allied Health team and acting as representative on panels/committees, attendance at relevant discipline and therapy team meetings.
Provision of professional information relevant to discipline.
Making recommendations on items of equipment.
Assisting with goal setting.
Provide complex professional reports requiring in-depth factual analysis, including assessments and recommendations for consideration by others:
* Student reports
* Funding applications
* School Reports
* Referrals to external services and agencies
* Support to mainstream schools of dual placement students
* Medical handovers
* Documentation as per discipline code of conduct
* Transition reports
* Discipline specific reports
Conduct training and instruction to school colleagues within the professional field:
Provide basic training to classroom staff and therapy aides for daily management of student needs. This may include, but is not limited to:
* Toileting profiles
* Mealtime assistance training/procedures
* Sensory programs
* Range of motion programmes
* Equipment prescription and modification
* The use of checklists
* Case notes
* Funding submissions
* Referral/handover reports
* Photographs
If undertaking training in the above areas of students with complex needs, provision of mentoring will be required (internally by senior therapy clinicians or external specialized therapists).
Assist senior therapy staff in the development and delivery of internal professional development.
Provide standard clinical professional services to students within the parameters of school policy and guidelines:
Development and implementation of basic procedures and programs for management of students' daily needs. This may include, but is not limited to:
Documentation of above interventions adhering to relevant disciplines' code of practice. This may include but is not limited to:
Recognises limits of professional competence and seeks guidance and advice from senior staff as appropriate.
Additional Cross School Roles and Responsibilities may include:
* Yard duty, including extreme weather duty.
* Being prepared to assist across the whole school if required.
* First aid assistance (if qualified).
* Additional duties as specified/required.
* Attend and contribute to staff and LC meetings.
* Membership on committees (encouraged but not mandatory).
* Voluntary attendance at in school professional learning out of school hours.
* Attendance at risk assessments, voluntary attendance out of school hours.
* Cleaning and maintenance of equipment across the school.
* Voluntary attendance at school camps.
* Attendance of Professional Learning within working hours.
* CPR training.
* Support School initiatives within the dimensions of work, e.g. WWFT As directed by the Principal within the dimensions of work.
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 marroung@education.vic.gov.au
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 programs provided.
Applications close Sunday 3 May 2026 at 11.59pm
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