Overview Work Type: Fixed-term - Part-time Salary: Salary not specified Grade: Education Support - Level 1, Range 2 Occupation: Education and training Location: Loddon Mallee - Macedon Ranges Reference: Location Profile Romsey Primary School is an inclusive government primary school for years Prep ¿ 6. The school was established in 1865 just North of the township and was relocated in 1994 to its current 11.5ha site on Station St. In 2025 there were 328 students enrolled, drawn mainly from the town and immediate area. 5% of the student population are Aboriginal or Torres Strait Islander decent. The staffing profile consists of 24 Equivalent Full-Time teaching staff which is made up of 2 principal class members, 1 learning Specialist, 1 Leading teacher ,1 Mental and Health Wellbeing Coordinator, 15 class teachers and 4 specialist program teachers (Physical Education, Visual Arts, Intercultural Studies and STEM). There is the equivalent of 16 Educational Support staff who work across the school in administration, Disability Inclusion and first aid.
The whole school vision is Romsey Primary strives to be an inclusive and empowering learning community, which fosters confident, creative, caring, curious and collaborative learners who ¿dare to be excellent¿. Our values are Respect; Be cooperative, honest and tolerant of others, Integrity; Be honest, sincere, truthful and trustworthy and Responsibility; Make responsible choices, care for our school environment and the safety and wellbeing of others and yourself, these are positioned in our values triangle overarching the You Can Do it Keys of Resilience, Confidence, Getting Along, Persistence and Organisation as the skills which form a strong base for our excellent learners. These keys describe the qualities members of our school community need to develop and model in order to demonstrate our core values. The teaching of literacy and numeracy is underpinned by a whole school instructional model. Teachers differentiate the curriculum to suit the individual learning needs of our students. Planning and assessment practices are a high priority and are used to drive curriculum planning and delivery and are used to track student progress. The Kimochis program was introduced as a school side Social and Emotional Learning Program with support from our Mental Health and Wellbeing Coordinator and a School Wide Positive Behaviour Approach has continued to be implemented.
In 2025 the school operates 15 classes on the 11.5 hectare site. The school is well equipped with a library, performing arts centre, gymnasium, art room, LOTE room and canteen. Within the spacious grounds the school has a soccer pitch, football oval, athletics track, cricket oval, basketball courts and tennis courts. The school also runs The Stephanie Alexander Garden Kitchen program across all cohorts.
Romsey Primary School receives excellent support at all levels from School Council and Parent Helpers for classroom programs. School activities encourage parents to become partners with staff in developing positive educational outcomes. Parents are active participants in their children¿s education through fundraising, special days, celebrations, community events, classroom helping and environmental projects. Selection Criteria SC1 Demonstrated capacity to perform duties consistent with established guidelines and frameworks, including coordinating and supporting others in respect to specific work functions relevant to the role. 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 Attendance is a requirement for this position. 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 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
* Provides basic physical care and wellbeing support for students such as toileting, meals, and lifting
* 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, including rostering and organising the work of a team of aides, providing routine co-ordination, guidance, and support to other student support staff, 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
* Provides medical intervention support to a student/s, under specific conditions, with appropriate training and guidance
* Provides specialised communication support for students and teachers in areas such as AUSLAN and braille
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 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: 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: Applications close Sunday 8 February 2026 at 11.59pm Posted 26 January 2026