Work Type: Fixed-term - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 2
Occupation: Land, asset, resources and facilities management
Location: Loddon Mallee - Mount Alexander
Reference: 1487196
SC1: Demonstrated ability to carry out repairs and maintenance to buildings and grounds (formal trade qualifications and/or training would be an advantage).
SC2: Demonstrated ability to work independently and demonstrated understanding of OH&S guidelines.
SC3: Demonstrated well-developed interpersonal skills with the demonstrated ability to consult and interact with relevant stakeholders
SC4: Demonstrated ability to work as a team member when implementing and completing building and maintenance projects in the school.
SC5: Demonstrated commitment to professional development and learning/training.
Undertake emergency and planned maintenance and repairs within capability, responding effectively and maintaining a log of works.
Maintain all equipment, tools, and plant in a safe and good condition, liaising with external suppliers, contractors, and services as necessary.
Maintain the school grounds to a high standard, including garden beds and the oval, to ensure the grounds are neat and litter-free. When required, liaise with external contractors to maintain cost-effective schedules that comply with OH&S requirements.
Undertake routine inspections of the site, including weekly maintenance checks.
Maintain records of all works undertaken.
Undertake and document a timely risk assessment of the site and other risk assessments (health and safety checks following OH&S compliance)
Be aware of the location of essential services, including water isolation valves, fire points, drainage systems, gas and power supplies, and maintain a detailed plan showing their locations.
Regularly inspect all pumps/gutters on roofs for blockages, and remedy as necessary.
Fortnightly, visually inspect outside areas for defects and potential hazards, including the condition of boundaries, fencing, building exteriors and trees.
Commit to the growth and maintenance of a positive risk management culture within the school, assisting staff where necessary.
The responsibilities of the Maintenance/Grounds person will include, but not be limited to:
Maintaining the buildings and grounds of the School.
Undertake routine inspections and identify issues requiring maintenance.
Undertaking routine repairs, cleaning and maintenance of the facilities.
Undertaking small building projects and painting as required.
Repairing /maintaining furniture as required
General grounds development and maintenance, including mowing of lawns, pruning, edges, weed control, planting, sweeping of paths, steps and building alcoves.
Emptying the yard and recycling paper bins.
Ordering and purchasing of goods.
Assisting staff with setting up rooms, gym, etc. for school events.
Supporting staff in relocating furniture and equipment.
Identifying what works can be completed by the school, outsourcing other works to suitably qualified tradespeople within budget constraints.
Liaising with and coordinating the necessary tradespeople to achieve set tasks within the required timeframes, ensuring minimal disruption to the school.
Managing projects from fruition to completion and the ability to provide the Principal Team with progress updates.
Identifying Occupational Health and Safety risks and hazards.
Other duties as directed by the Principal/Business Manager.
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
Individuals also require a Working With Children Check - Employee
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.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, 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 family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via [email protected]
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
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
Chewton Primary School is at the heart of the local Chewton community, 5 km from Castlemaine. In 2020 we celebrated our 150th year of learning. Our recently renovated heritage building and stunning bush setting make our school both a welcoming and unique learning environment.
At Chewton Primary School, our students are curious, confident, grounded and connected locally and globally, as champions of positive change in the world. Our students are critical and creative thinkers and learners. Our students have a strong sense of self and are responsible, resilient and independent. We care for, celebrate and value everyone in our community and foster a strong sense of belonging for all.
Our school values are Community, Kindness and Respect. We nurture the whole child: social and emotional wellbeing is crucial for learning, so it sits at the centre of our work. We provide a safe, nurturing environment where students are both challenged and supported to be their best. We currently have an enrolment of 50 students.
We are situated on Djaara Country and acknowledge the Dja Dja Wurrung community as traditional custodians of the land. We recognise elders, past, present and emerging. We have a strong emphasis on Indigenous perspectives in the curriculum and building links with the local Dja Dja Wurrung community.
We are a 5-star Resource Smart School: sustainability is a key focus for our whole school, with each class taking a leadership role for Waste, Energy, Water and Biodiversity. We have chooks, a vegie garden, worm farm and outdoor kitchen. Our sustainability teacher drives this program, running Sustainability classes each week at the school. We recycle paper, and hard plastics, batteries, and have a zero- waste target.
Our class sizes are small, giving each student a greater opportunity for individual support. Our school is small enough that every child is able to forge positive relationships across a wide variety of age groups, and whole school activities are possible. All staff members are invested in the wellbeing and learning of every student. We value the strengths each child brings with them to the learning environment and celebrate neurodiversity.
We come together with other small schools for activity days, as well as participating in a combined camps program. We have a close relationship with larger neighbouring schools in the Mount Alexander Shire, with students coming together for sport throughout the year as well as participation in artistic and cultural events.
We believe that fostering a positive attitude and appreciation of sustainable environmental practice is vital to the development of our students. Parents, carers and the broader community are integral to all aspects of learning at our school, and we are renowned for our strong community connections.
We strive to make our school grounds inviting. They have many facets to explore: a music garden, interpretative play space, outdoor stage, cubby building area, oval, playground equipment, a range of quiet spaces and a wood-fired oven. We make use of the bush behind the school for learning activities, exploring the bush and regular family cook ups.
The teaching and learning model
Chewton Primary provides high quality literacy and numeracy learning. We believe in students having a strong voice and agency in their learning through goal setting, feedback and learning through their areas of interest and passion. Both our indoor and outdoor areas are used as learning spaces.
Chewton Primary has an evidence based instructional model for planning and teaching in all areas of the curriculum, which is being embedded across the school. There is a focus on embedding the Workshop lesson structure for literacy and numeracy. We have a sequential curriculum aligned with the Victorian Curriculum.
Staff use a PLC (Professional Learning Community) framework to inform collaborative planning for differentiated teaching in literacy and numeracy, with an emphasis on using high impact teaching strategies to improve student outcomes.
The curriculum and programs
Our curriculum planning incorporates ethical, intercultural and personal capabilities. We take great pride in our ability to provide individualised learning programs, which cater specifically for the needs of each student. We provide Literacy and Numeracy support through differentiated learning and ensure that Individual Education Plans are in place. Staff work closely with parents and collaborate with each other to provide modified curriculum to support neurodiverse students.
We provide Art, First Nations ways: Country and Place, Sustainability and LOTE (Auslan) as our specialist classes. Individual music tutors also teach guitar, piano and drums. There is 1-1 technology for all students. We are a lead school for Respectful Relationships, incorporate Berry St trauma informed practice and Kimochis into our teaching and have a Mental Health and Wellbeing leader who supports students and staff. We use School Wide Positive Behaviours Supports to teach expected behaviours and create a positive learning environment for all.