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.
KSC1 Ability to carry out a physical role, with demonstrated gardening/handyperson aptitude.
KSC2 Demonstrated ability to efficiently manage and maintain grounds and gardens and complete grounds works as required within a school environment. Skills in the use of tools/technical equipment as relevant to the position.
KSC3 Demonstrated technical knowledge, expertise and proficiency in minor repairs and maintenance to the interior and exterior of buildings within a school environment. Skills in the use of tools/technical equipment as relevant to the position.
KSC4 Demonstrated ability to be flexible and work independently to maintain the school buildings and grounds.
KSC5 Demonstrate capacity to work and collaborate with others in a team environment.
Range 3 is distinguished by the introduction of management responsibility and accountability for the delivery of professional support services. The role will usually impact beyond the work area or professional field. It seeks to gain cooperation of other staff members or members of the school community to achieve specific objectives, such as in school administration, operations or educational programs.
Direction on targets and goals is provided but the position will have some degree of latitude in determining how they are achieved. This latitude will generally be limited by standard procedures and school policy. Deviation from standard procedures and school policy will require guidance and direction from senior management.
The provision of business management responsibilities becomes a feature at range 3. Management of staff to achieve the expected outcomes is a key responsibility. Staff management issues will be resolved with minimal reference to senior management, although guidance will be required in more complex cases. Senior management will be provided with timely reports and advice, although this will generally be confined to matters relating to the immediate work area, service provision or educational program and is unlikely to impact substantially on whole of school operations.
This is the minimum range for positions that carry a mandatory qualification requirement of not less than four years. Professional student support positions become a feature at range 3 (e.g. therapists, psychologists) where standard professional services are delivered. Professional support and guidance will be close at hand and deviation from standard procedures and school policy will require guidance and direction from senior management.
An education support class position supports the educational services being provided to students, but must not include duties of teaching as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students cannot be required except where it is an integral part of the employee¿s position or involves supervision of students individually or in small groups, in controlled circumstances, where the responsibility for students remains clearly with a teacher.
The core role of the Facilities, Grounds, Maintenance person may include but is not limited to:
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Conducting grounds checks for hazards, repairs needed, work required and address issues accordingly, where possible.
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Addressing where feasible, any health and safety hazards
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Carrying out minor repairs - internal and external, as per the schools internal issue tracker system and lists negotiated with Assistant Principal or delegate (any work requiring specialised expertise will be referred to a contractor as required)
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General external tidying and maintaining of gardens, pathways, steps, and playgrounds including:
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Sweeping/blowing
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Weeding
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Pruning
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Planting
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Mulching
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Spraying
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Cleaning up/tidying
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Liaise with contractors who may be required to perform scheduled or emergency maintenance in the school
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Painting as required
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Graffiti removal
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Keeping storage facilities clean and tidy
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Working through a schedule of regular tasks and maintenance audits.
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Maintain amenities/minor cleaning tasks where required to ensure OHS requirements are met.
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Willing to undergo additional training/licences as required by the school.
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Ordering and purchasing of goods as required
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Maintaining the AIMS work orders with all maintenance and repairs activity.
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
