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: 1525628
SC1 Experience, knowledge and skills in delivering OT therapy services to Primary School aged children presenting with intellectual and/or neuro developmental differences.
SC2 Experience with a variety of assessments used in Primary School settings to support engagement in learning, and develop comprehensive, strengths-based reports to provide evidence for the Disability Inclusion Funding criteria.
SC3 Experience and understanding in the use of sensory processing theory and practice in paediatric interventions and school settings.
SC4 Highly developed interpersonal and communication skills including demonstrated ability to consult, negotiate and liaise effectively with students, colleagues and significant others.
SC5 Demonstrated capacity to plan and manage a caseload including the ability to reflect on practice and apply organisational skills that enable efficient prioritisation of workload.
There is no school holiday attendance requirement for this position.
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.
Objectives will, generally, be clearly defined; guidelines will be broad and day-to-day direction minimal. 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.
The position of Occupational Therapist has a focus on:
1. Improving fine motor skills and gross motor skills for students to allow them to access learning.
2. Developing strategies to help students maintain focus and manage emotional regulation.
3. Modifying the environment to assist students implementing specialised equipment or altering the environment to minimise distractions.
4. Teaching routines for students to manage everyday tasks.
5. Assisting with social skills, group work and understanding emotional cues.
6. Providing professional development on child development, mobility, positioning, or adaptive equipment to ensure consistent support.
Provide professional student support services, e.g. occupational therapy
Provide strategic advice on specific support services and their impact on students, school curriculum and services.
Manage the use of and access to school resource and reference material.
Provide standard professional services independently within defined organisational parameters.
Provide operational leadership and strategic planning in respect to professional service delivery within the priorities of their department, discipline and the school.
Influence management and other professional colleagues in respect to strategies.
Provide complex professional reports requiring in-depth factual analysis, including assessments and recommendations for consideration by others.
Conduct training and instruction to school colleagues within the professional field.
Provide standard clinical professional services to students within the parameters of school policy and guidelines.
To work cooperatively within transdisciplinary teams developing Individual Learning Plans and reports for students.
Design and implement programs in collaboration with teachers, parents / carers according to students individual needs and based on developmental level and age appropriateness.
Document, record and accurately report on student involvement, evaluate progress and make recommendations for future programming. Provide information about special access equipment and physical barriers within the school environment as required by staff, parents / carers.
Active support of the PSD application process and Disability Inclusion process
Attend meetings eg staff, therapy and case conferences.
Manage and maintain Occupational Therapy resources.
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
As this is an Allied Health role, prospective applicants must carry a mandatory tertiary qualification (minimum 4 years) that is relevant to the role, and where required for practice, the relevant registration with AHPRA is to be maintained.
Balwyn Primary School is a school of 556 students situated in an inner eastern suburb of Melbourne. The school has a low Student Family Occupation and Education (SFOE) Index of 0.1056 and has a community of great cultural diversity, with more than 30 Language Backgrounds Other than English represented. The number of students grows during the year, with many students transferring into the area from other Victorian schools, interstate and overseas.
At Balwyn Primary School, our curriculum is shaped by the belief that learning is developmental, and we meet each student at their point of need. In 2026, our school comprises 23 classrooms and offers a rich specialist program in Art, Mandarin, Music, Physical Education and STEM.
Learning is delivered in an integrated way, with digital technologies embedded to enhance engagement and creativity. All classrooms are equipped with a wide range of digital resources that are confidently used by both staff and students.
Our thriving Instrumental Music Program provides tuition in orchestral instruments, piano and guitar, and encourages students to be part of ensembles and choirs. Creativity and performance are celebrated through musicals, drama and dance festivals, matinees, soirées and concerts.
We are committed to recognising and supporting the diverse abilities of our students. Every child is valued, and differences are embraced within a caring environment that builds self-esteem and encourages all children to participate with confidence.
Balwyn Primary School is a learning community that nurtures independence, resilience and respect for self and others. Guided by our values of Belonging, Respect, Responsibility, Integrity and Empathy, we promote shared norms that create a strong sense of connection and belonging.
Parents play a vital role in our school, supporting their children¿s learning and contributing generously through excursions, events, fundraising and the upkeep of facilities. Our close links with families and the wider community enrich the school experience for all.
We are committed to ongoing improvement, carefully evaluating student and school needs, planning for the future, and striving for excellence in delivering a high-quality education. At Balwyn Primary School, every child is encouraged to thrive, grow and succeed.