Occupation: Administration

Reference:

Location Profile

Vermont South Special School is located in Vermont South in the Eastern suburbs of Melbourne in an attractive residential area. The school is a primary specialist setting for students with an intellectual disability (Full Scale Intelligence Quotient of between 50 - 70), aged between 5 - 12. Many students also exhibit other diagnosed disabilities and medical conditions, with 65% of students diagnosed on the Autism Spectrum. Students come from seven local government areas and are transported to school by bus. The school currently has 150 students with a maximum enrolment of 180 students. The school has 57 staff members: 2 Principal Class, 27 teachers (FTE 22.06) and 31 Education Support Staff (FTE 21.63At Vermont South Special School, it is our mission to provide students with the best possible foundation in life through a well-rounded education. Our core values are learning, respect, responsibility, and resilience. We are intent on engaging students in their learning through providing highly qualified teaching staff, proactive leadership, and a safe and inclusive environment.

The school is divided into four sections: Foundation, Juniors, Middles and Seniors. Class sizes are small, ranging from 6 - 7 students in Foundation to 12 - 13 in Seniors. A qualified Special Education teacher, together with a teacher assistant in every class, ensures that students' individual needs are catered for. Students are further supported by specialist subjects; Visual Arts, Performing Arts, Physical Education, and the Healthy Kitchen Program. An occupational therapist, physiotherapist, speech pathologists, nurse and re-engagement officer also support students' additional needs.

The school has a robust commitment to positive parent/school partnerships, and we invite and welcome parent involvement at many levels as we know this leads to enhanced learning outcomes.

Selection Criteria

- SC1Demonstrated capacity to develop procedures and processes relating to school finance.
- SC2Demonstrated high level oral and written communication skills, and ability to work with a range of stakeholders in a calm, professional and diplomatic manner.
- SC4Demonstrated capacity to provide advice and support to management in respect to the work areaand to initiate ideas to create an efficient, productive administrative environment.

Role

Range 3 is distinguished by the introduction of management responsibility and accountability for the delivery of professional support services. The role will usually impact beyond the work area or professional field. It seeks to gain cooperation of other staff members or members of the school community to achieve specific objectives, such as in school administration, operations or educational programs.

Direction on targets and goals is provided but the position will have some degree of latitude in determining how they are achieved. This latitude will generally be limited by standard procedures and school policy.Deviation from standard procedures and school policy will require guidance and direction from senior management.

The provision of business management responsibilities becomes a feature at range 3.Management of staff to achieve the expected outcomes is a key responsibility.Staff management issues will be resolved with minimal reference to senior management, although guidance will be required in more complex cases.Senior management will be provided with timely reports and advice,



although this will generally be confined to matters relating to the immediate work area, service provision or educational program and is unlikely to impact substantially on whole of school operations.

This is the minimum range for positions that carry a mandatory qualification requirement of not less than four years.Professional student support positions become a feature at range 3 (e.g. therapists, psychologists) where standard professional services are delivered.Professional support and guidance will be close at hand and deviation from standard procedures and school policy will require guidance and direction from senior management.

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.

Responsibilities

The successful applicant will play a key role in supporting the school's financial management, governance and administrative operations. They will demonstrate strong financial expertise, sound judgement and a commitment to delivering accurate, efficient and compliant financial services.

Key responsibilities and capabilities include:

- Use CASES21 tomanage the school'sdaytodayfinancial operations, includingaccounts payable andreceivable, creditor payments,family billing, receipting, cash management, corporatecredit cards, generalledger processing, journalentries, bank reconciliationsand end-of-month financial processes, ensuring accuracy andcompliance with Departmentpolicies and Treasuryrequirements.
- Prepare, monitor and analysethe annual budget, financial statements andregular financial reports, providing timely adviceto the Principal, Leadership Team andSchool Council tosupport strategic planningand informed decision-making.
- Administer government grants,school funding, investments, fundraising income, theCamps, Sports andExcursions Fund (CSEF), and other schoolrevenue, ensuring fundsare accurately managed, accounted for andreported.
- Maintain effective financialsystems and records, including asset managementand AIMS orderingand inventory administrationthrough Compass. Demonstratedproficiency in CASES21, Compass and MicrosoftExcel are required.
- Support School Councilfinancial administrationby preparing reports, maintaining financialdocumentation, and contributingto sound governance, compliance and auditrequirements.
- Monitor expenditure againstapproved budgets andprovide financial adviceand support tostaff in monitoringgeneral ledger andsub-program expenditureagainst approvedcash budgets.
- Coordinate school fundraisingactivities and associatedfinancial administrationto ensure accuratefinancial management andreporting.
- Demonstrate strong analytical, organisational and problem-solving skills, witha high levelof accuracy,



attentionto detail, and the abilityto manage competingpriorities and meetdeadlines.
- Build positive andcollaborative relationshipswith school leadership, staff, families andexternal stakeholders througheffective interpersonaland communication skills, providing responsive,professional and customer-focused service.
- Maintain confidentiality, exercise sound professionaljudgement, and activelycontribute to continuousimprovement by identifyingopportunities to enhancefinancial systems, processesand service delivery.
- Undertake general administrativeduties andother responsibilitiesas directed bythe Business Managerand/or Principal, supporting the effectiveoperation of theschool and contributingto a collaborativeteam environment.

Who May Apply

Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.

Diversity and Inclusion

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 (seeWorkplace 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)

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.

Child Safe Standards

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 workplace, 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:

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:

- All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
- Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
- A probationary period may apply during the first year of employment and induction and support programs provided.
- Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at

Applications close Thursday 6 August 2026 at 11.59pm

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📌 Finance Officer (temporary 2 terms contract) (Melbourne)
🏢 State Government Of Victoria, Australia
📍 Melbourne