About Our School
Barayip Primary School is in Tarneit, as part of Wyndham. We acknowledge the Bunurong people of the Kulin Nation, who are the Traditional Owners of the land where we gather and pay our respects to Elders past and present. We recognise their continued connection to Country and their role in caring for and maintaining Country and waterways over thousands of generations. We tread lightly on this land, as it holds all our stories of our Grandmothers and Grandfathers and spiritual connections to Country. May their strength and wisdom be with us today and always.
Barayip Primary School is seeking outstanding staff to join the team, for our new school that opened in 2025. We are looking for passionate people who can shape our culture of deep gratitude and growth, as well as drive excellence from day one. If you're ready to demonstrate your high expectations, wrapped in high levels of care, have high attention to detail and have a deep drive to be part of something truly spectacular, this is the opportunity for you.
Barayip Primary School was built as part of the Victorian Government's commitment to deliver 100 new schools between 2019 and 2026. Our school is located at 290 Hummingbird Boulevard Tarneit 3029, with a capacity to accommodate 650 students. We officially opened in 2025.
Our school has:
- Administration Building
- Learning neighbourhoods
- A community hub
- Hardcourts
- Sports field
- Gated staff carpark
- Onsite OSHC
- Onsite Kindergarten
We are incredibly grateful to have a kindergarten on-site. We work closely with the kindergarten to promote seamless transition for local pre-schoolers and easy drop-off logistics for families with both kindergarten and school-aged children.
Our Vision and Values
At Barayip Primary School, we are inclusive of all. We show deep gratitude and growth in all we do.
Vision
Barayip Primary School is inclusive of all. We are a school community filled with pride, confidence, and excellence, in all areas of learning and wellbeing. Our deep gratitude and growth are shown through a love of learning, social intelligence, teamwork, and kindness. A sense of calm and our deep gratitude shines through in all we do. We are outstanding humans who care deeply about humanity.
Values
At Barayip Primary School, we value Gratitude, Social Intelligence, Love of Learning, Kindness, and Teamwork.
- We are grateful for many things and show our thankfulness to others.
- We are aware of and understand our own feelings and thoughts, as well the feelings of those around us.
- We show our love of learning by being motivated to build and deepen our knowledge.
- We are kind to ourselves and others. We model daily and random acts of kindness within and beyond our school community.
- We are outstanding team players. We are helpful and proud when our team achieves together.
At Barayip Primary School, we highly value our staff and know that life-work-satisfaction looks differently for each of us. Barayip recognises the importance of flexible time fraction and family friendly work practices. This is our way of maintaining a diverse, adaptive and high performing workforce. This is why we are advertising all of our positions with flexible time fractions, as we appreciate our staff have different ways of achieving their own personal life-work satisfaction.
Barayip Primary School completed their first School Review in June of 2026. The School Review highlighted the following as areas to build upon over the next four years:
- Consistency in every classroom for wellbeing and explicit teaching practices
- Rigour in all learning experiences, with a focus on checking for understanding and questioning
- Implementation of the Victorian Lesson Plans
- Deeper learning about the Victorian Lesson Plans
- Explicit links between Subject Areas and Classroom Teaching, with a focus on Literacy
- Continued Community Engagement with Families
As we begin to implement our Strategic Plan, we are celebrating the strength in culture we have at Barayip, which is our outstanding culture of deep gratitude and growth. Over the next four years, we are building on our culture by learning more and growing our skills in:
- A culture of deep gratitude and growth
- A culture of leading
- A culture of learning
- A culture of receiving feedback
To achieve this together, we are recruiting outstanding humans. People who are ready to learn, flexible in their thinking and actions, people who are curious, compassionate and people who care deeply about humanity. At Barayip Primary School, we support our staff by:
- Greeting each other, students, community every day, throughout the day
- Providing Instructional Coaching
- Offering a Gratitude Mentor
- Offering Leadership Coaching
- Practising curiosity
- Providing access to Employee Assistance Program during school time, a confidential free service which supports the wellbeing of all Department of Education Staff
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 Demonstrated capacity to support inclusion in the classrooms.
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 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
Other Duties
- Ensure discretion and confidentiality are always maintained.
- Ability to priorities and meet deadlines.
- Undertake other duties as may be deemed necessary by Principal Class and Business Manager, in line with role classification.
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
Applications
All applications are to have maximum one page per criteria.
Please include a minimum of three referees, including your current Principal, with mobile phone numbers.
This role requires flexibility.
This role requires exceptional skills in greeting people with a big smile and a heart of gratitude.
Specifics of your role description and responsibilities will be created in collaboration with the Principal Team. All aspects will be based upon the needs of the students, your strengths, along with the Strategic and Annual Implementation Plan's focus.
- 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
This vacancy is specifically linked to Student Support Funding and is ongoing. If the funding reduces or ceases during the first seven years of employment, employment may cease subject to the provision of at least 12 weeks’ notice.
