Student Wellbeing And Support

SC1 Outstanding teamwork and interpersonal skills - to be able to communicate effectively and build strong relationships with a wide range of stakeholders in the school, local community and with allied health and professional services.
SC2 Understand and develop programs and systems to support students with disabilities in line with DET policy.
SC3 Demonstrated experience in the coordination of services and provision of information, support, consultation and the ability to work with groups or individual students who may be at risk of disengagement.
SC4 Demonstrate the technical knowledge and expertise to use ICT and systems to support student learning engagement and wellbeing.

SC5 Demonstrated commitment to professional development and growth for both self and others.
RoleAttendance requirement for this position - flexible on days, but 0.8 time fraction in total. 30.40 hours per week 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.
Responsibilities Manage the design and production of school publications and documents. Provide professional student support services, e.g. counselling services including organising and coordinating student programs and meetings. Provide strategic advice on specific support services and their impact on students, school curriculum and services. Manage the use of and access to school resource and reference material. Who May Apply Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
EEO AND OHS CommitmentApplicants 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.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, 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 family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via ******.
Child Safe Standards 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:
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:
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. Please ensure that your application includes:
A resume including relevant experience as well as personal details (name, address and contact numbers, business and home) A section addressing the selection criteria and the requirements for application under the Who May Apply section Names and contact numbers (telephone and email if possible) of two referees who are able to attest to the claims made in your application. Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.
Location Profile Neerim South Primary School was established in 1878 and is located approximately 20 kms from Warragul and Drouin in the rural town of Neerim South, in West Gippsland. We have strong generational ties and are well supported by our School Council, Parents' Association and local community who all respect and hold a positive view of our School. We strive to provide a nurturing and challenging environment that empowers students to reach their personal best, both academically and socially. We value our excellent reputation as a caring and inclusive environment.
The school's current Strategic Plan runs from 2024-2028. A School review was completed in Term 3, 2024.
Neerim South Primary School is committed to building connectedness to school and strengthening positive relationships with students and their families. The school promotes improving students social, emotional, behavioural, and academic outcomes.
All staff have high expectations for every student, and this is reflected in our students' increasing positive attitude to learning and belief in themselves. Our Professional Learning Community (PLC) meets regularly to embed a culture of working collaboratively to continuously improve teaching and learning at Neerim South Primary School. Our Teaching and Learning is data-informed and aligned to the Victorian Curriculum.
Neerim South Primary School offers a range of different opportunities and experiences for our students to engage in across their schooling years. These include but are not limited to; Athletics, Swimming, Basketball, Camps and Excursions, Student Leadership, Junior School Council and student led assemblies.
We also encourage the development of independence, active participation, and leadership within the school and wider community. Family involvement and engagement is a vital part of our school community. Our volunteer mentor program, transition programs such as 'Fly into Foundation', buddy programs and the Berry Street Education Model are all valued by staff, students and families.
Our Student Family Occupation Education Index (SFOE) is 0.4730.
Neerim South Primary School's Statement of Values and Philosophy is integral to the work that we do and is the foundation of our school community. Students, staff and members of our school community are encouraged to live and demonstrate our core values of respect, learning, teamwork and perseverance.
Our school's vision is to empower our students to reach their personal best, and fully equip them to contribute positively to society as happy, healthy young people.
We currently have 143 students over seven classes and 23 staff members, including specialists, literacy tutor, inclusive support officers and a wellbeing coordinator.
Our school grounds and buildings, which include a stadium are well maintained and adjoin residential properties, a sporting reserve and farmland. Most of our students live locally, however we also have an extensive bus system that transports students from outlying areas. Neerim South Primary School has developed close ties to the wider local community and enjoys support from our local shops and community services.
We also provide an extensive, accredited School Council run Outside School Hours Care (OSHC) Program in our Orana Centre. This well supported service includes Before, After and Vacation Care programs. The Neerim South Primary School owned bus is used to transport students from Jindivick Primary School to access this service.

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