Werribee Primary School has a long, proud history, originally established in 1855. It has provided education to the local community from its present site since 1919. It is situated on a compact site, in close proximity to Werribee¿s retail and commercial centre and approximately 35km south west of Melbourne. The school is in the South West Victorian Region of the Department of Education and Training (DET) and the Wyndham Network of schools.
The school¿s vision is that we are an inclusive community that strives for excellence. The three values of Respect, Responsibility and Resilience underpin everything that the school does.
- Respect: we care for ourselves, others and the environment.
- Responsibility: we are accountable for our actions and our learning.
- Resilience: we learn from our challenges and maintain a positive attitude.
The school¿s physical spaces are attractive and well maintained and provide safe and supportive learning environments including; administration, classrooms, gymnasium, multipurpose spaces and a well-resourced library. The grounds encompass attractive gardens, play spaces, synthetic grass games areas and play equipment.
The school enrolment numbers are around 500 in 2026 and we will be operating classes from Foundation to Year 6. A well-attended before and after school care program operates during school terms and is run by Camp Australia.
The school is proud of its community involvement as parents provide valuable assistance to the school in the classroom and whole school events. The School Council is active in supporting many improvement initiatives. The Werribee Friends group works towards fundraising for the school needs.
Werribee Primary School has a committed and professional staff with a balanced mixture of age and experience. Teachers plan and work in Professional Learning Communities in a collaborative environment with a collective responsibility for all students. The school offers six specialist curriculum areas being: Visual Art, Music, Physical Education, STEM, Spanish and EAL. The school¿s curriculum framework is based on the Victorian Curriculum. Classroom Instruction that Works forms the basis of our whole school instructional model. Strong links and the implementation of DET¿s, Framework for Improving Student Outcomes (FISO) enhance our school improvement journey and planning. The school has embedded the use of data and evidence to ensure growth for all students by the continued development of a guaranteed and viable, differentiated curriculum, targeted at student point of need.
Information, Communication Technology (ICT) is used to support teaching and learning with notebook computers, iPads and large flat screen TVs in all teaching spaces. The school¿s ICT network, servers and Wi-Fi connectivity has been extensively resourced to ensure a robust platform for our future ICT requirements. A 1:1 BYO iPad Program is in place for students in Years 4, 5 & 6. Extensive resourcing has occurred to enable a rigorous Digital Technologies program for example; BeeBots, OzoBots, Lego WeDo and EV3 Robotics. The school is proud of our Robotics teams, which have made it to the State Finals in every year of competition.
Students are offered a range of extracurricular activities to support their learning, engagement and wellbeing. The school provides a breakfast program and many activities during the lunch break. We value the opportunity to develop student leaders and student voice and agency across the school and this is achieved through our student leadership program. The School Wide Positive Behaviours System, Restorative Practices and the Berry Street Education Model are established in the school to support students in their engagement and wellbeing.
Selection Criteria
SC1: Ability to work with classroom teachers and the Student Centre staff to help modify work for students.
SC 2: Ability to demonstrate a sensitive but firm approach and show a high level of skill in the management of student behaviour and understanding of individual needs.
SC 3 : Ability to work as part of a team, demonstrating initiative and support in the general classroom and on planned individual programs and during yard supervision as required.
SC 4: Ability to demonstrate good communication skills, including the ability to communicate effectively with a wide range of people including teachers, parents and students.
SC 5: Demonstrate capacity to provide basic physical and wellbeing support for students such as toileting, meals and lifting.
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
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
This position is available to eligible Aboriginal and Torres Strait Islander peoples interested in undertaking the Aspiring Koorie Teachers (AKT) Now program. AKT Now supports candidates to work in Education Support and/or teaching paraprofessional roles while completing formal qualifications. To learn more, visit AKT Now Program .
Candidates participating in the AKT Now program are required to be actively engaged in one of the two study options during their employment:
- Vocational Education Pathway : Candidates must be willing to undertake a Certificate IV in School-Based Education Support course of study.
- Higher Education Pathway : Candidates must already be studying an Initial Teacher Education (ITE) qualification at the level of:
- third or fourth year of an undergraduate degree
- be engaged in postgraduate ITE qualification
- and undertaking a minimum of 50% equivalent full-time study load at the time of assessment.
Participants will be employed in a Victorian government school under a fixed-term contract for 12 months, receive wrap-around support from cultural mentors to assist with completing their studies.
Eligibility
To be eligible, applicants must:
- Identify as an Aboriginal and/or Torres Strait Islander person
- Be willing to undergo merit-based recruitment processes for fixed-term employment with Victorian government schools
- Be a resident of Victoria or an eligible border community
- Be willing to undertake and complete a relevant Certificate IV course of study, OR be an ITE student in their third or fourth undergraduate year or a relevant postgraduate ITE course
- Be undertaking a minimum of 50% equivalent full-time study load at the time of assessment
- Have a current Working with Children Check and Police Check
- 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
