Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 4
Occupation: Health and allied health
Location: Melbourne - Northern suburbs
Reference: 1500558
Hume Valley School is a special school with a current enrolment of 372 students from 5 to 18 years of age. The school population represents a broad range of socio-economic and multicultural backgrounds.
The main school campus in Koroit Avenue accommodates students from Prep to Year 2 and Year 7 to Year 10. Our Narrun Campus, co-located with Dallas Brooks Community Primary School, accommodate our students from Year 3 to Year 6, inclusive and our Tanderrum Way campus, co-located within Hume Central Senior Secondary College, caters for our Years 11 and 12 students.
School facilities include:
* a large gymnasium, stage and performing arts centre
* fully productive school and kitchen gardens in which students work and learn horticultural and environmental sustainability skills
* a well-equipped food technology centre
* a school cafe
* a visual arts room and project room
* traffic safety education course and teaching facilities
* eLearning Centre
* First Aid and change room facilities
* Fully accessible and inclusive learning spaces
Our Vision is to create an inclusive, safe, respectful and engaged learning community where all students are motivated and enabled to maximise their social, personal, educational and post school potential.
Values
The school values, Respect, Responsibility and Resilience are embedded in all school policies and practices. At the centre of the school¿s values are the expectations that all students be ready for learning, respect themselves and others, act safely and care for their school.
Teaching and Learning
The school community is committed to creating a vibrant educational environment where students and their learning are highly valued.
The Prep to Year 9 curriculum is based on the Victorian Curriculum, Year 10 students participate in a Pathways pre-vocational course, while Year 11 and 12 students undertake Foundation Level VPC, a range of VET in Schools subjects and School Based Apprenticeships.
The school offers individual educational planning for each student. The comprehensive curriculum is designed to enable inclusive and flexible approaches to learning to accommodate the various learning styles and special needs of all students.
Personal Learning Support Plan Goals are set at the Student Support Group meetings held at the beginning of the year and reviewed throughout the year. The individually planned programs are based on the student¿s abilities, strengths and interests with particular emphasis on English, Mathematics, Science, Humanities, Personal and Social Capabilities.
Specialist programs are provided in the areas of Visual Arts, Performing Arts, Instrumental Music, Physical Education and Inter School Sport, Traffic Safety Education, Outdoor Education, Food Technology, Gardening and environmental sustainability (Prep to Year 9) and Horticulture (Years 10 to 12), Media & Design, Independent Living Skills, Health & Safety, Careers Education and Vocational Training.
All programs focus on the development of literacy and numeracy skills, behaviour and social skills, creative and recreation skills and for older students, independence and work/industry skills. Enrichment programs include travel training, a community access (excursion) program and the highly engaging community connections and mentoring programs.
School Community
The Hume Valley School Community, parents, staff and students, work cooperatively to ensure a safe, professional approach to providing a quality education.
Parent and community group programs and activities are facilitated within the school to provide support for families in coping with the challenges of nurturing children with disabilities. These programs include regular parent group meeting, events and information sessions.
A well-resourced therapy team and a student wellbeing team provide support to students and their families across the school and coordinate the consistent application of School Wide Positive Behaviour Support and Trauma Informed policies and practices.
The school has an excellent history of achievement in meeting the needs of the students. It provides a supportive learning environment in which the students feel secure, and develop self-esteem by experiencing success.
SC1 ¿ Qualifications and Professional Expertise
Possession of recognised Social Work qualifications and eligibility for membership with the Australian Association of Social Workers (AASW). Demonstrated expertise in providing evidence-based social work services within an educational setting, with a particular focus on students with disabilities and additional learning needs.
SC2 ¿ Collaborative and Multidisciplinary Practice
Demonstrated capacity to work as an integral member of a multidisciplinary wellbeing team to design, implement and evaluate programs that enhance student engagement, safety, and participation. Proven ability to contribute effectively to team goals, share knowledge, and promote inclusive and trauma-informed practices across the school.
SC3 ¿ Direct Support and Therapeutic Intervention
Demonstrated experience in delivering individual and group counselling, social skills programs, and wellbeing interventions tailored to the developmental and functional needs of students with disabilities. Ability to use strength-based, person-centred approaches that build self-regulation, resilience, and social connection.
SC4 ¿ Family and Community Partnerships
Proven ability to build respectful, trusting and culturally responsive relationships with parents, carers, and families to strengthen home¿school collaboration and ensure students are supported holistically. Demonstrated capacity to coordinate referrals and engage with external agencies to facilitate wraparound supports for students with complex needs.
SC5 ¿ Communication, Advocacy and Confidentiality
Highly developed interpersonal, written and verbal communication skills, including the ability to liaise effectively with staff, allied health professionals and external agencies. Demonstrated ability to maintain confidentiality, advocate for student needs, and prepare high-quality documentation and reports to support Disability Inclusion funding and Student Support Group processes.
SC6 ¿ Organisational Capability and Continuous Improvement
Excellent organisational, analytical and time management skills, with demonstrated capacity to manage competing priorities, maintain accurate records, and meet deadlines. Proven commitment to reflective practice, data-informed decision making, and ongoing professional learning to enhance the quality and impact of wellbeing services for students with disabilities.
The Social Worker is a key member of the school¿s Wellbeing Hub, which includes the Mental Health Practitioner (MHP), Mental Health and Wellbeing Leader (MHWL) Youth Workers, additional student wellbeing officers, the NDIS Navigator and co-located services. The team works collaboratively with school leadership, sub-school leaders, teachers, and education support staff to deliver targeted wellbeing and mental health support for students with disabilities.
The Wellbeing Hub operates with a shared vision of safe, kind, and inclusive learning environments where every student can thrive academically, socially, and emotionally. This role liaises with families, external agencies, and service providers to coordinate holistic, trauma-informed, and evidence-based interventions that enhance student wellbeing and engagement.
This position operates with a high level of autonomy, accountability, and professional expertise, contributing to the implementation of the school¿s Strategic Plan and Annual Implementation Plan priorities related to wellbeing, inclusion, and Disability Inclusion reforms.
Role Purpose
The Social Worker provides specialist wellbeing and social work services to improve the participation, engagement, and achievement of students with disabilities. The role focuses on:
Student Support and Intervention
Collaboration and Capacity Building
Partnerships and Community Engagement
Professional Practice and Accountability
Management and Accountability (Range 4 Context)
At Range 4, the position carries broader management responsibility and a high degree of professional independence. The role includes:
Required:
Desirable:
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
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. A tour of the school is available upon request.