Work Type: Fixed-term - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 4
Occupation: Health and allied health
Location: Melbourne - Eastern suburbs
Reference: 1480517
Bimbadeen Heights Primary School is committed to providing high quality education and an environment for learning where each child is valued and encouraged to reach their full potential intellectually, socially, and personally.
The Bimbadeen Heights Primary School vision describes the aspirations of our school community and is to provide quality education that establishes the foundation for successful life-long learning.
Our core values reflect the belief that an effective school is one that embeds student safety and wellbeing throughout all school practices. The focus on developing positive, supportive relationships between all members of the school community is a key component in our teaching of these values. Our school values are:
These core values are supported by the School Wide Positive Behaviour Support Framework, the Respectful Relationships program, and the Berry Street Education Model.
We encourage and enjoy family participation in all aspects of school life to foster a positive partnership in learning. The excellence of our reputation is built largely on the quality of the relationships we have built between all stakeholders and our warm and welcoming atmosphere is often commented on.
Bimbadeen Heights Primary School is located in the suburb of Mooroolbark, within the North-Eastern Victoria Region, Outer Eastern Melbourne Area. The school shares close links with neighbouring primary and secondary schools within the Lilydale District Network.
In 2025, the school has an enrolment of 542 students with 40 students classified as EAL (English as an Additional Language), 66 students identified as socially disadvantaged and 5 students from Aboriginal and Torres Strait Islander backgrounds. The school is structured in single year level classes.
We have a strong inclusion program with a Leading Teacher of Disability Inclusion who provides support for school staff, students, and families, with 22 students supported under the Program for Students with Disabilities or a Disability Inclusion Profile.
The school¿s overall socio-economic profile reflects a Student Family Occupation and Education (SFOE) index of 0.3002 places the school in the `low-medium¿ range for overall socio-economic profile. The school¿s overall socio-economic profile shows an increasing trend over the past 5 years, with overall lower levels of social-economic disadvantage.
The school facilities include 16 permanent and 10 portable classrooms, an Art room, Chinese Language room, Performing Arts room, two instrumental music rooms, a canteen and library. The school¿s hall is used during school hours for assemblies, incursions and specialist physical education classes and outside hours for local sporting groups and associations through established school council hire agreements. An accredited out of school hours care program operates from a large additional portable building. The school grounds include multiple surfaced playing areas as well as a large, grassed oval, running track and three playgrounds for student recreational and sporting activities.
Bimbadeen Heights Primary School is a dynamic learning environment where teachers work in teams, to deliver a guaranteed and viable curriculum utilising evidence-based best practices to ensure every student¿s individual learning needs are met. We maximise the learning potential of students through a data informed, differentiated approach to teaching and learning and the addition of extension, support, and a range of extra-curricular programs, catering for the full range of individual differences. The school curriculum reflects the Victorian Curriculum framework, with specialist programs offered in Performing Arts, Physical Education, Visual Art, Languages (Chinese Mandarin) and classroom programs in the Library and Digital Technologies spaces. Programs are enhanced through the delivery of a wide range of enrichment programs including opportunities for students to participate in student excellence programs and develop leadership skills.
Our school is committed to meeting the current and future needs of our students by developing knowledge, skills, and resilience to be successful global citizens. Information technology is well-resourced and incorporated across the curriculum to help broaden and deepen student learning. Our school provides safe, orderly, and structured learning environments for our students where we cater for the different learning styles and needs of each child.
In 2025, our school staffing profile comprises 42 teachers, including part-time and full-time classroom and specialist teachers, two intervention teachers, one Leading Teacher of Disability Inclusion, one Leading Teacher of Mental Health and Wellbeing, three Learning Specialists, and a Principal and two Assistant Principals. Educational Support Staff members including a Business Manager, two administration staff, a First Aid Officer, a school counsellor, one maintenance person, one teacher support staff member, and fourteen integration aides.
Interested applicants are welcome to contact Bree King, Disability Inclusion Leading Teacher, or Sabrina George, Assistant Principal, on 9726 9989 to discuss our school in further detail.
The Occupational Therapist at Bimbadeen Heights Primary School will be a key member of the multidisciplinary team, operating under the guidance of the Disability Inclusion Leader. This role is responsible for supporting the educational and developmental needs of students through the delivery of high-quality, evidence-informed occupational therapy services. The therapist will work collaboratively with classroom teachers, education support staff, and wellbeing professionals to promote student engagement, inclusion, and access to the curriculum.
The Occupational Therapist will conduct comprehensive assessments across key areas including emotional regulation, fine and gross motor skills, self-care, social interaction, focus and attention regulation, as well as general task engagement and classroom demands. These assessments will inform the development of targeted, goal-oriented programs tailored to individual student needs, developmental levels, and learning contexts. Programs will be collaboratively designed and implemented in partnership with educators and families to ensure cohesive and consistent support across home and school environments.
The Occupational Therapist will contribute to the creation of inclusive learning spaces by advising on modifications to the physical environment, recommending assistive equipment where appropriate, and supporting staff in embedding therapeutic strategies within classroom practice. Regular documentation of student progress, outcome evaluation, and clear reporting will form a critical part of this role.
The position also involves attending relevant meetings such as case conferences, student support group meetings, and therapy planning sessions. The therapist will be expected to manage Occupational Therapy resources and provide ongoing professional support and guidance to staff to build their capacity in working with students with additional and complex needs.
This role requires a highly motivated, organised, and reflective practitioner with a demonstrated commitment to inclusive education. The successful candidate will bring strong interpersonal skills, professional independence, and a collaborative mindset to support the wellbeing and learning of all students across the school week.
Range 4 is distinguished by broader management responsibility, particularly in the areas of finance, human resource and other support functions. Range 4 is responsible for managing a range of functions under a wide range of conditions, subject to the size and complexity of school operations.
Management responsibility extends to ensuring appropriate support levels are maintained across the school. Range 4 generally provides key support and timely advice to the leadership team and school council and liaises with the general school community, the Department and other government agencies and service providers.
Specialised professional roles will carry a high level of independence and accountability where suitable scope is provided to achieve objectives.
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.
This role is for 2 days per week, 8:30am to 4:30pm. Actual days can be negotiated.
The Occupational Therapist will work as part of a collaborative, multidisciplinary team to support students from Foundation to Year 6 in accessing, participating in, and engaging with the school curriculum. Key responsibilities include:
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
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
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.