Work Type: Ongoing - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 2
Occupation: Education and training
Location: Melbourne - Northern suburbs
Reference: 1507471
Thank you for showing an interest in a Education Support position at Banum Warrik Primary School for 2026.
Banum Warrik Primary School is seeking a highly motivated, compassionate and innovative ES who is committed to working in collaboration with the leadership team, teaching and education support staff, students, families and the wider school community in establishing our new school in Kalkallo.
About Our School
Banum Warrik Primary School resides within the Cloverton estate in Kalkallo and is on the traditional lands of the Woiwurrung People. Kalkallo is located along the Hume Freeway, 50km north of Melbourne and is part of the North-West Victoria Region (NWVR).
Banum Warrik Primary School opened in 2024 with 140 students enrolled from Foundation to Grade 6. Our predicted enrolment is 800 students. Our school is set in a wonderful part of the estate with parks, sporting fields and playgrounds all within walking distance. Most of the students who attend our school live locally. Establishing strong connections with the local community and government services is vital to ensure our school has positive relationships with all stakeholders. This includes the Kalkallo North Community Centre operated by Hume City Council. The centre provides maternal health, playgroup, kindergarten and other services for the community and sits adjacent to our school.
Banum Warrik Primary School has state-of-the-art facilities with buildings designed to support the learning and wellbeing needs of students. The layout of the school allows staff and students the opportunity to work in calm and organised spaces, fostering connection and belonging. The administration building includes a library, two science/STEM rooms, a food technology room and art room. Performing Arts and canteen have their own rooms positioned within the full-size gymnasium building.
Our Community
Understanding the culturally diverse needs of the community is central to our practice. We have approximately 80% of students with EAL backgrounds, with languages primarily including Punjabi, Hindi and Arabic. We are proud of this diversity and celebrating this with our community is a strength of the school. Cultural responsiveness and trauma-informed practice underpin our approach to student wellbeing and family engagement.
Our Values and Philosophy
Banum Warrik Primary School's Statement of Values and School Philosophy is integral to the work we do and is the foundation of our school community.
Vision At Banum Warrik Primary School, every individual has the potential to be their best self and achieve success. We strive to create an environment that fosters a love of learning, encourages personal growth, and inspires excellence in all aspects of school life.
School Motto Embracing Diversity, Supporting Inclusion, Striving for Excellence
Mission Banum Warrik Primary School's mission is to provide a safe, caring and inclusive environment where individuals can achieve their full potential. We are committed to delivering high-quality educational opportunities that foster critical thinking, creativity, curiosity and a lifelong love of learning.
Objective Banum Warrik Primary School's objective is to empower individuals to become responsible, compassionate and engaged citizens, who are equipped with the skills, knowledge and values necessary to succeed in a rapidly changing world.
Values
Our Approach to Wellbeing
Staff at Banum Warrik Primary School employ the principles of inclusive education and trauma-informed practice for all learners. To support the implementation of FISO 2.0, we embed a tiered response to student wellbeing that focuses on Wellbeing, Safety and Care at the universal (tier 1), targeted (tier 2) and individual levels (tier 3).
Staff engage in teaching expected behaviours linked to our school values, with diversity and inclusion being the foundations of creating culturally responsive and safe environments. We use restorative practices with a behaviour response framework to address concerning behaviours and have targeted and individual supports in place for students requiring additional assistance. All staff share in the collective responsibility for the wellbeing, safety and care of all students.
Our Culture
Collaboration, transparency, inclusion and belonging are key to effectively building a school culture built on trust and respect. This promotes a culture of collective responsibility so all staff can recognise and support the individual needs of students. We value the unique perspective and expertise that social workers bring to our multidisciplinary team approach.
If you have further questions or you are interested in a school tour, please email [email protected]
If you believe you possess the skills, attributes and commitment to be part of a truly unique and career-defining opportunity, please apply.
Thank you.
Anthony Potesta
Principal
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.
Monday - Friday 8.30am till 3.00pm
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:
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 may include:
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
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 [email protected]
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.
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
Please ensure that your application includes:
Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.