Overview
Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 2
Occupation: Education and training
Location: Melbourne - Southern suburbs
Reference:
Location Profile
Ormond Primary School, established in 1891, is dedicated to fostering a nurturing and dynamic environment where every child is encouraged, challenged, and engaged in their learning journey. As a vibrant learning community, the school strives to instil a lifelong love of learning in every student, helping them to acquire valuable knowledge and skills for the future.
Located in the heart of Ormond, in the Southeast Victorian Region, Ormond Primary School is home to 324 students. The school is set amidst beautifully landscaped grounds and well-maintained facilities. Its facilities were further enhanced through the Building Education Revolution Program, culminating in a striking double-story building in 2010 that connects the original 1927 building, hall, and the 2000 building. The upgrade included the addition of a contemporary library, a dedicated performing arts area, and four flexible classrooms on the upper level. In the last few years, classrooms have been thoughtfully refurbished to include spacious breakout areas, a fully functional lift, and a state-of-the-art STEAM center, which seamlessly links to the Visual Arts room and opens to our outdoor garden beds and seating area.
The school has a leadership team that is comprised of the principal and assistant principal. A distributive leadership model is adopted with the School Improvement Team including a learning specialist and team leaders who further supports a skilled and diverse staff. Additionally, a dedicated team of educational support staff, such as a part-time business manager, a full-time office assistant, and a team of integration aides, contribute to the success of our students and further build our connected community. Our specialist programs include Performing Arts, Visual Arts, STEAM, and Health and Physical Education.
At Ormond Primary School, we are passionate about evidence-based teaching practices, cognitive science and enacting the Victorian Teaching and Learning Model 2.0. We are proud of our adoption and implementation of systematic synthetic phonics utilising PhOrMeS and embedding of novel studies. We are a strong connected team and through a whole school Professional Learning Community we place strong emphasis on learning together in all areas of the curriculum including wellbeing. We are starting our journey towards adopting a SWPBS School framework and want to ensure our whole community is supported and connected.
We are a smaller school with a big heart and high aspirations.
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 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:
Conditions of Employment
This vacancy is specifically linked to Student Support Funding and is ongoing. If the funding reduces or ceases during the first seven years of employment, employment may cease subject to the provision of at least 12 weeks' notice.
Program Benefits
Ormond Primary School, established in 1891, is dedicated to fostering a nurturing and dynamic environment where every child is encouraged, challenged, and engaged in their learning journey. As a vibrant learning community, the school strives to instil a lifelong love of learning in every student, helping them to acquire valuable knowledge and skills for the future.
Located in the heart of Ormond, in the Southeast Victorian Region, Ormond Primary School is home to 324 students. The school is set amidst beautifully landscaped grounds and well-maintained facilities. Its facilities were further enhanced through the Building Education Revolution Program, culminating in a striking double-story building in 2010 that connects the original 1927 building, hall, and the 2000 building. The upgrade included the addition of a contemporary library, a dedicated performing arts area, and four flexible classrooms on the upper level. In the last few years, classrooms have been thoughtfully refurbished to include spacious breakout areas, a fully functional lift, and a state-of-the-art STEAM center, which seamlessly links to the Visual Arts room and opens to our outdoor garden beds and seating area.
The school has a leadership team that is comprised of the principal and assistant principal. A distributive leadership model is adopted with the School Improvement Team including a learning specialist and team leaders who further supports a skilled and diverse staff. Additionally, a dedicated team of educational support staff, such as a part-time business manager, a full-time office assistant, and a team of integration aides, contribute to the success of our students and further build our connected community. Our specialist programs include Performing Arts, Visual Arts, STEAM, and Health and Physical Education.
At Ormond Primary School, we are passionate about evidence-based teaching practices, cognitive science and enacting the Victorian Teaching and Learning Model 2.0. We are proud of our adoption and implementation of systematic synthetic phonics utilising PhOrMeS and embedding of novel studies. We are a strong connected team and through a whole school Professional Learning Community we place strong emphasis on learning together in all areas of the curriculum including wellbeing. We are starting our journey towards adopting a SWPBS School framework and want to ensure our whole community is supported and connected.
We are a smaller school with a big heart and high aspirations.
Applications close Wednesday 28 January 2026 at 11.59pm
Posted
15 January 2026