Location Profile

A School Where Staff and Students Thrive

Wendouree Primary School is a vibrant, inclusive and high-performing learning community where every child is known, valued and supported to achieve their personal best. We are proud of the strong relationships we build with our students, families and one another, creating a culture where people feel connected, respected and inspired to learn.

Our dedicated staff share a commitment to high-quality teaching, continuous improvement and inclusive practice. We believe that every student can succeed when provided with excellent teaching, strong relationships and the right level of support.

We proudly serve a diverse community of learners. Many of our students bring a wide range of strengths, experiences and needs to school, including developmental differences, trauma backgrounds and challenges with emotional regulation. Our teachers work collaboratively with Education Support staff, specialist teachers, allied health professionals and families to ensure every student can access learning, experience success and develop confidence.

At Wendouree Primary School, inclusion is not an initiative¿it is part of who we are. We maintain high expectations for every learner while recognising that students may require different pathways, personalised adjustments and targeted supports to thrive. Our approach is underpinned by trauma-informed practice, positive behaviour support, predictable routines and co-regulation strategies that enable students to feel safe, connected and ready to learn.

Our wellbeing and engagement framework is built upon the TRIBES Learning Agreements:

- Mutual Respect
- Attentive Listening
- Appreciation / No Put Downs
- Right to Pass & Participate
- Personal Best

These shared values are embedded across every classroom and help create a positive, supportive learning environment for students and staff alike.

Teaching and Learning

Teaching at Wendouree Primary School is grounded in evidence-based practice and a shared commitment to instructional excellence. Our curriculum is aligned with the Victorian Curriculum 2.0 and delivered through the Victorian Teaching and Learning Model (VTLM 2.0), providing consistency, clarity and high expectations across the school.

Teachers are supported through collaborative planning, coaching and professional learning led by our Learning Specialists and leadership team.

Our whole-school instructional approach includes:

- Fountas & Pinnell Benchmark Assessment System (BAS)
- Talk for Writing
- Sound Waves
- InitiaLit and MultiLit intervention programs
- Positive Approach to Mathematics
- Essential Assessment
- Personalised learning through IEPs, ILPs and tiered intervention
- Literacy and Numeracy Learning Specialists who coach and mentor staff
- Data-informed planning and assessment cycles
- Strong Professional Learning Community (PLC) structures focused on improving student outcomes

Specialist and Enrichment Programs

Students experience a broad and engaging curriculum through specialist programs including:

- STEM
- Visual Arts
- Performing Arts
- Physical Education
- Italian
- Respectful Relationships

Wendouree Primary School is also proud to be a Stephanie Alexander Kitchen Garden School, where students develop practical life skills through cooking, gardening and sustainability education while building confidence, teamwork and responsibility.

A unique feature of our school is our CREATE Program (Cooperation, Relationships, Engagement, Adventure, Teamwork and Enjoyment). CREATE provides flexible learning opportunities that support students to develop emotional regulation, resilience, confidence and positive engagement with school.

Our innovative Cross-Age CREATE program pairs Year 6 students with Foundation students, providing authentic leadership opportunities for senior students while supporting younger learners to develop confidence, connection and belonging.

Our Impact

At Wendouree Primary School, we are proud of the positive outcomes our students achieve and the culture our staff have built together. Through high-quality teaching, strong relationships and a commitment to continuous improvement, our students consistently demonstrate excellent growth in both learning and wellbeing.

Recent highlights include

- Strong student growth and achievement in NAPLAN, with students demonstrating growth above state and similar school averages.
- Outstanding student wellbeing outcomes, with Attitudes to School Survey data reflecting high levels of student engagement, effective teaching, school connectedness and positive classroom climate.
- A collaborative professional learning culture underpinned by the Victorian Teaching and Learning Model (VTLM 2.0), evidence-informed practice and ongoing instructional coaching.




- Recipient of the Victorian Education Excellence Awards (VEEA) Outstanding Education Support Team Award, recognising the exceptional work of our Education Support staff and our whole-school commitment to inclusion, collaboration and student success.
- State recognition of our innovative CREATE program, with Wendouree Primary School invited to present its approach to inclusive practice and student engagement at the Victorian State Principals' Conference.
- An award-winning Stephanie Alexander Kitchen Garden Program, recognised for excellence in sustainability, environmental education and authentic student learning experiences.
- Strong partnerships with families, allied health professionals and community organisations, ensuring students receive coordinated, wraparound support.
- A genuine commitment to staff wellbeing, collaboration and professional growth, where teachers are encouraged to innovate, reflect and continually develop their practice.

These achievements reflect the dedication of our entire school community and our belief that every child deserves the opportunity to experience success, belonging and high-quality learning every day.

Selection Criteria

SC1 Demonstrated capacity to perform duties consistent with established guidelines and frameworks, including coordinating and supporting others in respect to specific work functions relevant to the role.

SC2 Demonstrated capacity to work and collaborate with others in a team environment.

SC3 Demonstrated capacity to communicate effectively in a team environment, including high level oral and written communication skills.

SC4 Possess the technical knowledge and expertise relevant to the position.

SC5 Demonstrated capacity to provide advice and support to management and other school staff in respect to the work area.

SC6 A commitment to professional learning and growth for both self and others.

Role

[Attendance requirement for this position]

An education support class position at this range will perform tasks that are carried out in accordance with guidelines, accepted practice, and school policy under supervision and direction. This may include coordination of other education support class staff within the work area or educational program.

An education support class position supports the educational services being provided to students but must not include duties of a teacher as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students can be required individually or in groups up to 4 in controlled circumstances and where the responsibility for students remains clearly with a teacher.

Certification and/or qualifications of up to three years can be required at this level (noting that Registered Nurse is not included at this level, the first level for which is Level 1 range 3).

A role at this range may include:

- Specific support tasks to achieve outcomes. Typically, this will involve accountability for a single function, (e.g. ensuring data is properly maintained) or the co-ordination of a work area under the direction of the principal or a manager.
- Assisting teachers, within an educational program, by undertaking specific support tasks or the coordination of the support function.
- Supervised health and wellbeing support tasks, medical intervention support tasks, or other specialised student/teacher support roles (e.g. enrolled nurses performing the role as described in schedule 3). These roles require specific qualifications and/or training, including roles where further training must be undertaken from time to time. The role is for a specific purpose, for which there will be direct accountability as opposed to support roles that are carried out by a range of staff performing routine tasks under direction.
- Technical tasks that require a sound knowledge of basic technical and/or scientific principles that are used to develop and adapt work methods and make judgements where there are clear guidelines and limited options. Routine technical support in libraries, science, and information technology would be typical examples.

An education support class position at this range commencing at the base will initially be limited to undertaking routine tasks that are carried out under close supervision and direction.



Work that carries some degree of independence will generally involve a limited number of tasks performed on a regular basis where priorities are clear, procedures are well established, and direction is readily available. Subject to any specific qualification and/or training requirement, an education support class employee employed in this range may be progressively required to undertake coordination, specialised student/teacher support tasks, or technical tasks as experience in the role is gained.

Responsibilities

Responsibilities may include:
- Provides routine support for teachers including assisting with planning of student routines
- Supports communication between teachers and parents
- Communicates with teachers on routine matters related to students and/or other responsibilities
- Provides basic physical care and wellbeing support for students such as toileting, meals, and lifting
- Communicating with student/s to support comprehension of basic tasks and information
- Addresses immediate behavioural presentations relating to specific students within a classroom setting aligned to school policy and procedure
- Provides basic support and supervision for individuals or groups of up to 4 students within a classroom setting
- Supports teachers in the coordination of educational programs independently or under minimal supervision, including rostering and organising the work of a team of aides, providing routine co-ordination, guidance, and support to other student support staff, liaising with external providers of support services about clearly defined support needs and resources, assisting teachers with the communication of student outcomes and educational programs
- Provides medical intervention support to a student/s, under specific conditions, with appropriate training and guidance
- Provides specialised communication support for students and teachers in areas such as AUSLAN and braille

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 adaptable 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.

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 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-protected-standards/policy

DE Values

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

Conditions of Employment

- 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 https://www2.education.vic.gov.au/pal

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