Cobram has a population of just over 6,000 people and is a small town on the banks of the Murray River. It is 255 kilometres northeast of Melbourne and 62 kilometres north of the large regional centre of Shepparton. Dairy farms, vineyards and orchards surround Cobram.
Cobram Primary School is situated on a large site close to the centre of the town. The site boasts an oval, netball and basketball courts, two covered adventure play areas and extensive covered passive play areas.
The school accommodates students in years in our brand new Learning Hub which was completed and opened mid 2024 and our modern Building Education Revolution (BER) building. Where possible, our school keeps all class numbers as small as possible and ES staff in all areas to assist where the need is and during specialist classes. There are twelve classes currently with students in 2 straight foundation classes with 1 ES staff member in each class, 3 x Grade 1/2 classes with 3 ES staff members, 3 x Grade 3/4 classes with 3 ES staff members and 4 x Grade 5/6 classes with 3 ES staff members. The curriculum, which is delivered via AusVELS, covers all domains. All students have 2 hours per week in 2 specialist multi-skill outdoor activity classes ran by external providers, 1 hour Health and PE class, 1 hour Resilience Project/Respectful Relationships and 1 hour of art with our art teacher.
The School Family Occupation (SFO) index of .6349 indicates that the school draws from a socio-economic profile lower than the state average.
Enrolments are currently 257 students. The school sees consistent enrolments with continuing strong Foundation enrolments annually. Students from families where there is a language background other than English make up 11.5 per cent of the student population.
The staffing profile at Cobram consists of a Principal, an Assistant Principal, the equivalent of 12 full time teachers, 3 part time teachers and Education Support (ES) staff including two office staff and a full-time social worker.
Students and their families are supported by the wellbeing officer who coordinates the wellbeing team and by a number of wellbeing programs and activities. The school has formed strong community partnerships, which support the wellbeing programs.
1. Student Wellbeing, Engagement and Relationships
Demonstrated ability to build positive, respectful and professional relationships with young people, assess psychosocial needs, and identify, implement and review strengths-based, evidence-informed wellbeing interventions that promote student wellbeing, engagement, attendance, connectedness and participation in learning within a Multi-Tiered System of Supports (MTSS).
2. Case Management and Collaborative Practice
Demonstrated experience supporting students with diverse and complex needs through effective case management and collaborative practice, including contributing to assessment, support planning, referrals, Student Support Groups and the development and implementation of individualised support strategies.
3. Communication, Family and Community Partnerships
Highly developed interpersonal and communication skills, with demonstrated ability to establish productive and respectful partnerships with students, families and carers, school staff, external professionals and community services to support positive student outcomes.
4. Professional Knowledge
Demonstrated knowledge of child and adolescent development, inclusive, trauma-informed, culturally responsive and evidence-informed practice, including an understanding of tiered approaches to student support, the Victorian Child Safe Standards, and Department of Education policies and procedures relevant to student wellbeing, engagement, inclusion and safety.
5. Organisation, Professional Practice and Continuous Improvement
Demonstrated ability to effectively manage competing priorities and an allocated caseload, maintain accurate and confidential records, exercise sound professional judgement within established policies and procedures, and contribute to reflective practice and continuous improvement within a multidisciplinary wellbeing team.
As a Social Worker at Cobram Primary School, you will play a vital role in promoting a safe, inclusive and supportive learning environment, with a core focus on student wellbeing, engagement and learning. Your primary responsibilities will include providing counselling services, supporting students' wellbeing growth, and collaborating with educators and parents/carers to create a positive and inclusive learning environment.
With an understanding of our mission, vision, values, and the goals within our School Strategic Plan, the Social Worker at Cobram Primary School will support the delivery of proactive and responsive wellbeing services to support the wellbeing of students primarily, as well as staff members and parents in relation to the student in question.
The Social Worker reports to the School Improvement Team, and Principal Class Team.
The structure of the Social Worker's weekly timetable is to be developed and reviewed regularly in consultation with the SIT and the Principal Class, according to the needs of the school.
Individual Counselling:
Provide 1:1 counselling and debriefing to students facing academic, personal, social or emotional challenges. Help students develop coping strategies, set goals, and make informed decisions.
Group Counselling
Facilitate student group counselling sessions to address specific issues, such as bullying, conflict resolution or stress management.
Collaboration & Communication:
Liaise with Cobram Primary School¿s School Improvement Team and Principal Class with regard to engagement of student wellbeing for specific students
Communicate and consult with staff and parents/carers on a regular basis regarding a students RRRR engagement and wellbeing - academic, social and emotional
Support teachers, Education Support staff and leaders to identify and develop educational, social and emotional programs to support referred students
Participate in Student Support Meetings (SSGs) for students and support in the development of Individual Learning Plans (ILPs) and DIP applications where necessary
Provide written and oral reports as necessary, including communicating information to staff
Assist in the development of positive home and school relationships and communication
Providing Professional Learning:
Facilitate professional learning and resources
Actively engage in ongoing professional development for staff, maintaining a portfolio of training, professional learning and resources provided
Facilitate parent education through information sessions, newsletter items, student support group meetings, and one-on-one contact regarding individual student needs
Support staff to create an environment which promotes the physical, emotional, social and intellectual development and wellbeing of all students
External Agencies & Health Professionals:
Liaise with external support agencies and specialists, as required
Liaise with community service organisations, government agencies, hospitals, specialist programs and other allied health professionals
Liaise with Principal Class team, re: recommendations for the DE Student Support Services
Record Keeping:
Develop, maintain and monitor comprehensive and confidential case files
Referrals:
Children who are identified as needing support will be referred to the Wellbeing Team through Cobram Primary School¿s referral process and then triaged to identify who will access support
Liaise with and provide/recommend referrals to external support agencies and specialists, as required
Assist in the assessment of students' safety and welfare needs
Critical Incident Responses:
Be available to support responses to critical incidents and debriefing including emotional distress, traumatic events or other urgent situations
Wellbeing Structures, Programs & Practices:
Support the implementation of key improvement strategies as outlined in the School Strategic Plan and Annual Implementation Plan
Assist and consult on the existing wellbeing structures, programs and practices at Cobram Primary School to further strengthen these
Carry out other duties as required, by the Leadership Team
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
- 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 http://www.education.vic.gov.au/hrweb/Pages/default.aspx
- 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 http://www.education.vic.gov.au/hrweb/Pages/default.aspx
