Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 4
Occupation: Education and training
Location: Melbourne - Southern suburbs
Reference: 1513998
Demonstrated qualifications and professional expertise in student wellbeing, youth work, psychology, social work or a related field, with the ability to apply evidence-based practice to support children¿s social, emotional and behavioural needs in a primary school setting.
2. Delivery of Proactive Social and Emotional Wellbeing Programs
Proven ability to design, implement and evaluate proactive, whole-school and targeted wellbeing programs that build student resilience, emotional regulation, positive relationships and engagement in learning, aligned with trauma-informed and positive education frameworks.
3. Partnership with External Agencies and Services
Demonstrated experience working collaboratively with external agencies including DHHS/DFFH, Child Protection, community health, allied health and family support services to coordinate timely, integrated support for students and families with complex needs.
4. Professional Learning and Staff Capacity Building
Demonstrated ability to provide professional learning, coaching and consultation to teachers and education support staff to build confidence, consistency and skill in supporting student wellbeing, behaviour and engagement across classrooms and learning environments.
5. Case Management, Documentation and Confidentiality
High-level skills in case management, record keeping and information management, including maintaining accurate, confidential and legally compliant wellbeing records, reports and referrals in line with Department of Education and Child Safe standards.
FULLTIME - 1.0
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.
A Student Welfare Officer in a primary school plays a vital role in supporting the social, emotional and mental wellbeing of students so they are ready to learn and thrive. The role involves working directly with children individually and in small groups to build resilience, emotional regulation, positive relationships and engagement with school. The Student Welfare Officer also works closely with families, teachers and school leaders to identify emerging concerns and coordinate early intervention and support.
The position includes liaising with external agencies such as psychologists, Child and Family Services and DFFH to ensure students and families receive the right support at the right time. A strong focus is placed on maintaining accurate case notes, confidential records and referral documentation in line with Child Safe and Department of Education requirements.
The Student Welfare Officer also contributes to whole-school wellbeing programs and provides advice and professional learning to staff to strengthen consistent, trauma-informed practice across the school.
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
John Henry Primary School is a large, modern and rapidly growing government primary school located in Pakenham, within Melbourne¿s South East Growth Corridor. The school serves a diverse and vibrant community and currently supports a student population of over 1,000 students from Foundation to Year 6, with continued enrolment growth forecast.
Our school is known for its strong focus on student wellbeing, inclusion and high-quality teaching and learning, underpinned by trauma-informed practice and a positive school culture. John Henry PS has a highly developed wellbeing model that includes School Wide Positive Behaviour Support (SWPBS), the Berry Street Education Model, and a strong multidisciplinary approach to supporting students and families.
We operate a comprehensive allied health and wellbeing framework, working closely with psychologists, speech pathologists, occupational therapists, youth workers and external agencies to ensure students receive timely and coordinated support. This allows staff to work collaboratively to meet the academic, social and emotional needs of our students.
The school has a large, experienced leadership team and a strong administrative and wellbeing workforce, enabling innovative, proactive programs rather than purely reactive responses. John Henry Primary School places a strong emphasis on early intervention, family engagement and student voice, creating a learning environment where every child is supported to thrive.
Further information about the school can be found on our website:
www.johnhenryps.vic.edu.au