Work Type: Fixed-term - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 2
Occupation: Education and training
Location: Melbourne - Eastern suburbs
Reference: 1519667
Skye Primary School is located in the City of Frankston in Melbourne's south-eastern suburbs, approximately 38 kilometres from the Melbourne CBD. Established in 1873, the school originally served a rural market garden community. Today, it enjoys a unique blend of suburban and rural surroundings, creating a distinctive and welcoming environment.
The school has undergone significant capital works, including the recent opening of a state-of-the-art basketball stadium featuring a music room, stage, and commercial kitchen. Additional refurbishments include a new Administration building, a modern Library, and the transformation of the old library space into a STEAM (Science, Technology, Engineering, Arts, and Mathematics) centre. The extensive school grounds feature a football oval, soccer pitch, two basketball/netball courts, and three separate playgrounds, including the dedicated 'Prep Backyard.' The campus comprises five main buildings and four portable classrooms, offering a mix of traditional and flexible learning spaces.
In 2025, Skye Primary School had an enrolment of 515 students from Prep to Year 6, with a Student Family Occupation Education (SFOE) index of 0.4200, placing it in the 'medium' socio-educational band. The staffing profile includes a Principal, two Assistant Principals, a Disability and Inclusion Coordinator, and two Learning Specialists. The teaching team consists of 33.5 teachers (including Principal Class) and 13.2 Education Support (ES) staff, including three office administration staff and a qualified school nurse. The school operates 25 grades. Specialist programs offered include Visual Arts, Physical Education, Music, STEAM, Japanese (LOTE), and Kitchen Garden.
All classrooms are equipped with Interactive TVs, and the school maintains a 1:2 student-to-device ratio. iPads are provided for students in Prep to Year 2, while laptops are available for students in Years 2 to 6. This modern infrastructure supports the school's commitment to providing a high-quality, technology-enhanced learning environment.
Our Vision
To build a connected community that inspires and empowers learners to be successful in an ever-changing world.
We believe that every member of our school community plays a role in achieving this vision.
Our Values
Our core values shape our interactions, learning, and school culture.
Teaching and Learning
At Skye Primary School, our approach to teaching and learning is purposeful, research-informed, and designed for success. Every student is entitled to high-quality instruction that is engaging, structured, and tailored to build both confidence and deep understanding. Our teaching practices are evidence-based, ensuring that all students develop essential skills and knowledge in a way that maximises their potential.
Enabling Learning
Explicit Instruction
Professional Learning Communities (PLCs)
Wellbeing
At Skye Primary School, wellbeing is at the heart of everything we do. We know that when students feel safe, valued, and supported, they are best equipped to learn, grow, and thrive. Our approach is proactive, inclusive, and grounded in evidence-based, trauma-informed practices, ensuring the emotional, social, and physical wellbeing of every child.
Wellbeing is a shared responsibility, and we recognise the vital role that families, educators, and the broader community play in supporting students. We work closely with families and external support services to ensure every child receives the care, guidance, and encouragement they need. Through strong relationships, open communication, and a deep understanding of trauma-informed approaches, we create a school environment where students feel secure, connected, and ready to engage in their learning with confidence.
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.
5 days per week
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