Work Type: Ongoing - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 3
Occupation: Land, asset, resources and facilities management
Location: Melbourne - Western suburbs
Reference: 1534737
KEY SELECTION CRITERIA
1.Facilities Management
Demonstrated experience in facilities management, including cyclic maintenance, compliance, repairs, contractor management and overseeing/ completing minor projects.
2.Contractor Management
Demonstrated experience in contractor and procurement management within a school (or similar) environment. This includes engaging and coordinating contractors, conducting inductions, risk assessments and ensuring all contractors have the required documentation to work safely onsite.
3.OHS Compliance
Knowledge of Occupational Health and Safety (OHS) Management Systems and Work Safe procedures to identify, manage and provide solutions to risks within the school.
4.Maintenance
Sound technical knowledge and hands-on proficiency in general maintenance, minor building repairs, and grounds/gardening work, with skills in the use of relevant tools and equipment, and the physical capacity to carry out a hands-on role.
5.Digital Systems
Demonstrated ability to establish and/or maintain digital databases and registers (e.g. key register, chemical register, contractor management).
Range 3 is distinguished by the introduction of management responsibility and accountability for the delivery of professional support services. The role will usually impact beyond the work area or professional field. It seeks to gain cooperation of other staff members or members of the school community to achieve specific objectives, such as in school administration, operations or educational programs.
Direction on targets and goals is provided but the position will have some degree of latitude in determining how they are achieved. This latitude will generally be limited by standard procedures and school policy. Deviation from standard procedures and school policy will require guidance and direction from senior management.
The provision of business management responsibilities becomes a feature at range 3. Management of staff to achieve the expected outcomes is a key responsibility. Staff management issues will be resolved with minimal reference to senior management, although guidance will be required in more complex cases. Senior management will be provided with timely reports and advice, although this will generally be confined to matters relating to the immediate work area, service provision or educational program and is unlikely to impact substantially on whole of school operations.
This is the minimum range for positions that carry a mandatory qualification requirement of not less than four years. Professional student support positions become a feature at range 3 (e.g. therapists, psychologists) where standard professional services are delivered. Professional support and guidance will be close at hand and deviation from standard procedures and school policy will require guidance and direction from senior management.
An education support class position supports the educational services being provided to students, but must not include duties of teaching as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students cannot be required except where it is an integral part of the employee¿s position or involves supervision of students individually or in small groups, in controlled circumstances, where the responsibility for students remains clearly with a teacher.
Responsibilities
General
Buildings, Grounds and Facilities
Compliance and Annual Inspections
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
This is a part-time position, minimum 24 hours per week over a minimum of 4 days, with a start time of 7.30am on the agreed days. Hours and days of work will be negotiated with the successful applicant.
Attendance is required on School holidays (4 weeks per year) & out of hours on-call which comes with an additional leave purchase allowance.
Westgrove Primary School was established in 1995 and is located within the City of Wyndham on the land of the Bunurong People.
School Demographic
In 2026 we have approximately 505 students enrolled who are spread across 24 classes. We have either three, four or five classes at every year level from Prep to Grade 6. We have a diverse student population, with 38% being from be disadvantaged background, 40% are EAL and 4% Aboriginal. We work tremendously hard to support all students to have access to the education they deserve.
Westgrove Primary Schools Intention, Vision and Values
Our intent at Westgrove Primary School is for our students to have the skills needed to participate in society in a meaningful way, which are articulated in our school vision and values. This is important because many of our students need real life skills in order to break the cycle of poverty and disadvantage and take full advantage of what is on offer.
Vision
Westgrove Primary School is a safe, inclusive and supportive community that empowers students with the tools to reach their individual potential.
Values
At Westgrove Primary School we are a diverse community who value Respect, Inclusion, Learning and Safety. These values underpin our decision making and guide the behaviours of all members of our school community.
The school motto 'Together We Grow' underpins the core aim of working together to build a purposeful learning community.
Teaching and Learning
At Westgrove Primary School our instructional model is based on the Workshop Model, which has the Gradual Release of Responsibility (GRR) embedded within it. Over the last few years, the school has focused significantly on improving outcomes in reading. This encompassed improving teacher understanding and instruction and increased student and community engagement. This narrow focus saw improved results in this area. In the last three years our school has focused to improving our practice and results in Mathematics.
All teaching staff are active participants in high functioning Professional Learning Communities (PLC), which operate in bands across the school. The PLCs support our staff in taking collective responsibility for all students. More recently the PLC focus has been on improving teacher knowledge and trying new practices to improve student learning whilst building teacher capacity in Mathematics and Inclusive Classroom practices.
Our specialist program includes PE, Italian, STEM, Visual Arts and Performing Arts and Cultural Studies. Additionally, we have an EAL specialist teacher and intervention teacher/s who support those at risk in either English or Mathematics or stretching those students working well above the expected level.
The school also integrates the latest technology as a tool to support learning, including iPads, laptops and a range of STEM resources. Interactive whiteboards and LCD screens are available throughout the learning spaces.
Engagement, Wellbeing and Inclusion
The School Wide Positive Behaviour Support (SWPBS) initiative combined with the Berry Street Education Model (BSEM) underpin our approach to wellbeing. The school community has a strong focus on explicitly teaching students the expected behaviours and attitudes aligned with our school values. We are committed to improving student attendance rates and have sound strategies in place for tracking and the follow up of student absences.
Our students have a range of leadership opportunities which include our formal leadership position (School Captaincy, House Leaders and Student Voice Leaders) and our Better Buddies and Community Service programs.
In 2026, our school is in its fourth year of implementation of the Disability Inclusion model, as well as the commencement of a part-time Family Support Worker
Facilities
Our grounds have three designated play equipment areas, a synthetic sports area, a gymnasium, well-resourced library, daily canteen and well furbished classroom buildings. In addition, we have a swimming pool on school grounds, which we are in a joint use agreement with Paul Sadler Swimland. Our students regularly access swimming programs as do several local schools who hire the facility. We are proud of the Indigenous garden we have established in recent years. It includes a meeting place, a culturally significant sculpture and planting as well as signage which has been created by our Indigenous student population. In 2026, Westgrove Kindergarten has opened on our school site, which is managed by BPA Children Services.