Kilberry Valley Primary School
Kilberry Valley Primary School is an inclusive and diverse school located in Hampton Park, Victoria. We are proud of our culturally rich community, with over 60% of our students identified as having English as an Additional Language and more than 40 language backgrounds represented across the school. Our diversity is a key strength, reflected in our values, practices, and learning environment.
We deliver a comprehensive Prep to Year 6 program using a structured and explicit teaching model across all year levels. Our curriculum is aligned with the Victorian Curriculum and underpinned by evidence-based instructional strategies and responsive teaching practices. In the early years, we implement Phonics Plus with a strong focus on structured synthetic phonics to build foundational literacy skills. From Years 3 to 6, students are explicitly taught using resources from PHORMES and Ochre to extend their literacy and numeracy skills through structured, targeted instruction.
We use a range of evidence-based assessment tools, including DIBELS, DAL, PAT, and Common Assessment Tasks (CATs) to monitor progress, inform teaching, and ensure each student¿s learning needs are met.
We have a dedicated Intervention team that supports student learning growth through the implementation of programs such as MacqLit and Heggerty.
Kilberry Valley Primary School is committed to building staff capacity and fostering a culture of collaboration and growth. Staff engage in weekly Professional Learning Community (PLC) cycles, focusing on data analysis, instructional improvement, and shared accountability for student outcomes. Our large and diverse leadership team provides high levels of support to staff, while maintaining high expectations to ensure continuous school improvement through professional learning.
Wellbeing is central to our school culture. In 2025, we achieved a HIGH rating in the Wellbeing domain on our school performance report, and we are collectively striving to replicate this success in the Learning domain. We are a School-Wide Positive Behaviour Support (SWPBS) school, with clearly defined whole-school expectations and consistent behaviour frameworks embedded across all classrooms.
Our school values are encapsulated in our motto Kilberry CARES:
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Cooperation
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Acceptance
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Respect
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Engagement
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Safety
These values are explicitly taught, modelled, and reinforced in all aspects of school life. Each classroom is equipped with a Ready to Learn space designed to support student regulation and self-management. We also offer a range of targeted wellbeing programs including Peaceful Kids, Social-Emotional Learning Groups, and Art Therapy, coordinated through our wellbeing team.
Our specialist programs in, Performing Arts, Physical Education, STEAM and Social Emotional Learning (SEL) are highly valued.
At Kilberry Valley Primary School, our vision is:
¿We take pride in our rich diversity, empower students to reach their full potential, and inspire a passion for excellence through high expectations and quality learning experiences.¿
We are committed to creating a safe, inclusive and dynamic learning community where all students are supported to thrive. Through our high expectations, explicit teaching, strong partnerships, and unwavering focus on student wellbeing, we are making a difference¿every day¿for every learner.
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.
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:
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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.
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Assisting teachers, within an educational program, by undertaking specific support tasks or the coordination of the support function.
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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.
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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:
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Provides routine support for teachers including assisting with planning of student routines
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Supports communication between teachers and parents
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Communicates with teachers on routine matters related to students and/or other responsibilities
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Provides basic physical care and wellbeing support for students such as toileting, meals, and lifting
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Communicating with student/s to support comprehension of basic tasks and information
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Addresses immediate behavioural presentations relating to specific students within a classroom setting aligned to school policy and procedure
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Provides basic support and supervision for individuals or groups of up to 4 students within a classroom setting
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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
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Provides medical intervention support to a student/s, under specific conditions, with appropriate training and guidance
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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
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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
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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
