Work Type: Fixed-term - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 4
Occupation: Education and training
Location: Melbourne - Northern suburbs
Reference: 1517569
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.
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.
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.
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.
[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.
A Student Wellbeing and Support Position 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 (including counselling) and in small, targeted, proactive groups to build resilience, emotional regulation, positive relationships and engagement with school. Under the guidance of the Student Welfare Officer (formerly Primary Welfare Officer), A student Wellbeing and Support Position also works closely with families, teachers and school leaders to identify emerging concerns and coordinate early intervention and support.
The position may include 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.
A Student Wellbeing and Support Position also contributes to whole-school wellbeing programs and provides advice and professional learning to staff to strengthen consistent, trauma-informed practice across the school. It works in collaboration with the wider wellbeing team and reports to the Inclusion Leader and the Student Welfare Leader
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
Banyule Primary School is in Rosanna, Victoria.
Our vision is to have an inclusive and caring community, working together to enable all students to thrive academically, socially, and emotionally. Our values are: Respect, Responsibility, Care and compassion and Doing your best. These values form the basis for social expectations throughout the school. We also have four learner values that underpin our teaching philosophy: Mistake Makers, Effort Generators, Curious Creatures and Feedback Seekers. Together, these eight `values¿ help us to create a positive culture where learning and wellbeing are embraced. We place a great emphasis on student welfare and wellbeing, with all staff working to ensure our students are equipped with the skills for academic, personal and social growth.
In 2025 our enrolment number is 619 with 28 classes. The staffing profile comprises of 32.2 fulltime equivalent Range 2 teachers and 4.4 equivalent Range 1 teachers. There are 8.4 full-time equivalent Education Support personnel which includes classroom integration, office administration, maintenance and first aid staff. The leadership profile consists of one Principal, two Assistant Principals, two Learning Specialists and one Leading Teacher. The leadership team is focussed on school improvement and together this team is responsible for leading change and improvement to achieve school goals and targets.
Specialist subjects include Physical Education, Visual Arts, Performing Arts, (STEAM for P-2), and Languages-Mandarin.
The school site is well appointed; our facilities include both new and refurbished classrooms, a competition sized gymnasium, synthetic turf oval, a large outdoor shelter, shaded seating areas and well-equipped classrooms.
The parent community, including School Council, is positive and supportive. Together, we work in partnership to ensure the best possible outcomes and learning environment is maintained.