SC1 Demonstrated experience and technical skills in performing maintenance and groundskeeping responsibilities with a strong focus on ensuring safe and well-maintained environments.
SC2 Demonstrated ability to work independently to manage regular, ongoing minor maintenance and repair tasks and fulfil specific projects within agreed timelines and budgets. Skills in the use of tools/technical equipment as relevant to the position.
SC3 Demonstrated capacity to safely undertake routine tasks across a range of maintenance and gardening functions with a sound knowledge of Occupational Health and Safety (OHS) and risk management practices.
SC4 Demonstrated ability to communicate effectively with staff and students and to work cooperatively as part of a school team, following directions and sharing relevant information as required.
SC5 Demonstrated capacity to provide advice and support to management: proactive identification of hazards and impending maintenance tasks, and identification of costs savings and efficiency outcomes with regard to ongoing maintenance and development of school and grounds.
This position involves 3.8 hours of work each week, to largely take place during regular school business hours. Some exceptions, including spraying for weeds or completing school holidays maintenance work, may apply. The specific day of work (Monday-Friday) is negotiable. The role is advertised as fixed term, commencing on 27 July 2026 - 26 July 2027. Renumeration is in line with the VGSA2022 Education Support Salaries - ES1-2.
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.
Please note: Should the successful candidate have additional certifications, such as but not limited to Safe Working at Heights, the position and work hours have the potential to expand.
The role of the Groundskeeper/ Handyperson/Maintenance Support person may include but is not limited to:
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Conducting grounds checks for hazards, repairs needed and work required and addressing issues accordingly, where possible
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Addressing, where feasible, any health and safety hazards
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Carrying out repairs - internal and external, on buildings, furniture and play structures, as directed by the Principal, Business Manager 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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Hedge trimming
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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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Painting as required
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Removing graffiti
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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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Maintaining amenities/minor cleaning tasks where required to ensure OHS requirements are met
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Completing other tasks as required by the Principal or Business Manager related to grounds/facility maintenance.
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
Please note: Should the successful candidate have additional certifications, such as but not limited to Safe Working at Heights, the position and work hours have the potential to expand.
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A successful Employee Working With Children Clearance is mandatory.
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All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
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Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
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A probationary period may apply during the first year of employment and induction and support programs provided.
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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
Yarram Primary School is a vibrant primary school located in the beautiful rural landscape of Gippsland. Yarram Primary School provides a high-quality educational program focused on building productive, pro-social citizens equipped with the skills needed to navigate the evolving landscape of our world. Our vision is to support individuals to achieve their full potential - academically, emotionally and physically. Located within the township of Yarram, 220 km southeast of Melbourne in the Wellington Shire, Yarram Primary School (YPS) No. 693 was established in 1861.
At Yarram Primary School, we are STARs.
Our values are:
S - Strive (We set goals and work towards them. We embrace challenges. We keep trying when things get tough.)
T - Together (We collaborate and connect with others in our school and community. We value diverse perspectives, embracing the strength of our differences. We support and encourage others to succeed.)
A - Achieve (We set high standards for ourselves and our learning. We can all succeed. We take pride when we do well.)
R - Respect (We use kind words and actions towards ourselves and others. We take care of our environment and property. We follow expectations.)
Our school has values and value statements that reflect clear, succinct, and meaningful beliefs that include the voices of all stakeholders in our school community.
Yarram Primary School has a modern facility with beautifully designed learning spaces.
In 2026 our enrolment is 96 students. Students have choice, both academically and socially, while we maintain the many benefits of a close knit small school community. 48% of students travel to school by bus. YPS has 13.5 equivalent full-time staff: 2 Principal class, 7 classroom teachers, 3 specialist teachers, 1 Business Manager and 6 Education Support Staff. We have a dynamic mix of experience amongst our staff. A highly experienced and capable Education Support team work alongside our teachers to deliver timely and targeted interventions.
Students study core academic subjects as well as four specialist areas, which include physical education, visual arts, performing arts and STEM. Auslan is taught in all classrooms.
Yarram Early Learning operate a dynamic before and after school and vacation care program on the school premises.
