Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 4
Occupation: Health and allied health
Location: Hume - Greater Shepparton
Reference: 1489053
Banmira Specialist School (Formerly Verney Road School)
Banmira Specialist School is a vibrant, inclusive learning community supporting over 265 students and 120 dedicated staff across two campuses. We cater to students aged 2.8 to 18 years, providing specialised education tailored to individual needs.
Opened in 2025, our Junior Campus features purpose-built classrooms aligned with our Instructional Model, along with a Community Hub housing a Sensory Room, Perceptual Motor Program space, Library, Art Room, and Parent/Wellbeing Hub. This campus supports approximately 100 students, including those in our Early Education Program.
Our Senior Campus, located on Verney Road, serves around 130 students and includes facilities such as a 'Mini Woolies' supermarket, gym, homecrafts/cooking space, and customised learning areas for secondary-aged students. This campus also hosts Banmira Care, our High-Intensity Out of School Hours Care (OSHC) program.
Our curriculum follows the Victorian Early Years Learning & Development Framework (VEYLDF) for Early Education and Early Primary, while most students engage with the Victorian Curriculum 2.0. Senior students (Years 10¿12) primarily undertake the Victorian Pathways Certificate (VPC). We believe that every child can learn, with a focus on maximising independence. Individual Education Plans (IEPs), developed in partnership with families, set personalised goals in English, Maths, Communication, and other priority areas identified through Student Support Group meetings.
Both campuses emphasise Independent Living Skills, preparing students for life beyond school. We also offer a range of Specialist Programs, including Music Therapy, Physical Education, and Art/Performing Arts at the Junior Campus, and Music, Physical Education, and Art at the Senior Campus.
We are incredibly proud of our extensive Allied Health, Wellbeing and Inclusion Teams, which incorporate a range of therapists and specialty trained staff to support with student¿s programming, provide additional therapeutic supports and enhance curriculum delivery.
Our diverse student population comes from Shepparton, Mooroopna, Numurkah, Murchison, Nathalia, Euroa, Violet Town, and Tatura, with transport available for eligible students.
Banmira Specialist School provides high-quality education for students with mild, moderate, or severe intellectual disabilities, many with additional diagnoses such as Autism Spectrum Disorder, ADHD, or Down Syndrome. Some students also present with sensory or physical impairments and complex behavioural needs.
Our mission is to foster positive behaviour, enhance communication, support emotional wellbeing, and develop independence in daily life and learning.
Our School Values:
Be Safe We create environments that promote the wellbeing of every member of our school community.
Be Respectful We value each individual¿s strengths and differences.
Be a Learner We embrace challenges, learn from mistakes, and persist to achieve success.
1. Demonstrated knowledge and experience in paediatric and special needs physiotherapy
2. Demonstrated ability to develop and implement individualized therapy plans
3. Demonstrated capacity to work independently and collaboratively within a multidisciplinary team
4. Demonstrated excellent interpersonal, verbal, and written communication skills
5. Demonstrated commitment to ongoing professional development and reflective practice
6. Demonstrated ability to design and deliver professional learning programs
[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 responsibilities of this position will be:
Assessment and Recommendations
Conduct comprehensive assessments of students' physical and motor development needs, including mobility, posture, and movement patterns.
Assess furniture, equipment, and environmental modifications to optimise students' access to learning and participation.
Provide recommendations for adaptive equipment and assistive technology to enhance student mobility and engagement.
Intervention and Support within a Multi-Tiered System of Support (MTSS)
Develop and implement evidence-based strategies within an MTSS framework to support student physical development and participation.
Provide direct 1:1 support for students with complex physical needs, including therapybased interventions where required.
Support teachers and education support staff to implement movement-based strategies in the classroom and across school settings.
Collaboration and Multidisciplinary Engagement
Work as part of a multidisciplinary team, collaborating with teachers, occupational therapists, speech pathologists, psychologists, and wellbeing staff.
Liaise with NDIS therapists, external health professionals, and families to ensure continuity of care and aligned therapeutic inputs.
Contribute to the development and implementation of Augmentative and Alternative
Communication (AAC) systems where motor access is a factor.
Program Development and Delivery
Contribute to and deliver structured programs such as hydrotherapy, gross motor development sessions, and movement-based interventions.
Assist with developing individualised and group-based physical activity plans that promote engagement, strength, coordination, and participation.
Support school staff in the safe handling, positioning, and mobility needs of students.
Contribute strategies and best-practice approaches to Health and Physical Education programs, Motor Skills programs, and other movement-based learning initiatives.
Staff Training and Capacity Building
Provide training and ongoing support to staff in the safe use of hoists, manual handling techniques, and student transfers to ensure staff and student safety.
Educate staff on best-practice movement strategies, postural support, and positioning for students with physical disabilities.
Support staff in implementing safe and effective movement programs in classroom and school environments.
Disability Inclusion Profile (DIP) Contributions
Work collaboratively with school teams to support the Disability Inclusion Profile (DIP) process.
Conduct assessments to inform the development of student profiles.
Provide written recommendations and suggest appropriate physical and environmental adjustments to support students¿ participation and access.
Health Care Needs Management
Collaborate with school staff to develop and implement individual health care plans for students with identified health care needs.
Ensure adherence to the school's Health Care Needs policy, supporting students with medical or physical conditions requiring physiotherapy input.
Occupational Health and Safety (OHS) Compliance
Ensure all physiotherapy practices, including manual handling and the use of equipment like hoists, comply with the school's Occupational Health and Safety
policies.
Promote safe practices to maintain a secure environment for students and staff.
Professional Development and Learning
Engage in ongoing professional learning to enhance skills in physiotherapy interventions for students with disabilities.
Provide training and capacity-building opportunities for staff on safe movement practices, adaptive equipment use, and inclusive physical education strategies.
Documentation and Compliance
Maintain accurate records of assessments, interventions, and student progress in accordance with departmental policies.
Ensure compliance with relevant education laws and policies, contributing to student
evaluations, reports, and Individualised Education Programs (IEPs) as required.
¿ Maintain accurate records of assessments, interventions, and student
progress in accordance with departmental policies.
Ensure compliance with relevant education laws and policies, contributing to student evaluations, reports, and Individualised Education Programs (IEPs) as required.
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position. The successful candidate will be required to be a financial member of AHPRA, as a Certified Practising Member.
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
This position is advertised as a full-time position and will not require attendance during the school holiday break periods. Part-time hours may be considered.