Thornbury Primary School was established in 1915 and continues to nurture and welcome the local and surrounding communities. Our school continues to support a diverse and social demographic population. Within this community we have a strong connection to Koorie culture. We are inclusive of all cultures, nationalities and family groupings. Thornbury offers unique programs to cater for a variety of learning needs such as a Steiner Stream and in partnership with Croxton Special School, multi-age students are also integrated into our school life. We have a strong culture of celebrating our diversity. This is demonstrated through our varied festivals such as NAIDOC, the Winter Festival and Arts Festival. We have enthusiastic, creative and professional teachers and Education Support Staff lead by our Principal. We actively promote and welcome parent/carer participation in our school. We wish to further develop our volunteer programs which encourage parents/carers to take a more active role in coordinating and running our community activities
Thornbury Primary School is committed to improving all students’ literacy and numeracy outcomes. We provide a comprehensive Victorian Curriculum with a range of specialist programs. Currently we offer art, music, physical education and Woiwurrung language. Two thirds of our students are in the Mainstream program and one third study in the Steiner Education Stream. Within the Victorian Curriculum, we are committed to the dual pedagogical options of mainstream and Steiner. To support our staff and students we have numeracy and literacy coaches. We offer an extensive instrumental music program on a user pays basis. We provide learning experiences beyond the classroom through local walking excursions, incursions and excursions further afield, camps and a kitchen garden experience. We use evidence based feedback to inform our teaching, with an emphasis on high expectations. Our learning environment nurtures children to build independence and resilience.
Our school has the original 1915 red brick building. Our Babajen building currently houses our senior school and allows a flexible learning space for team teaching. We have spacious well maintained gardens, including our kitchen garden, use of Henderson Park (adjacent to school), and designated play areas including a P/1 area. The school buildings and gardens are enriched with permanent art works, murals and mosaics made by our school community. We have an active parent/carer volunteer group that assists with the maintenance and care of our school garden.
Students have access to iPads, notebooks and interactive white boards/televisions to enrich their learning. We have a whole school ICT policy on cyber safety. We communicate regularly to our parents/carers through our school app, school website, weekly bulletin and other means. The school commits to the active sharing of its vision and goals to ensure school community engagement in the school’s strategic plan. The school fosters collaborative links with parents/carers and the broader school community through its commitment to open and regular communications. The school promotes positive relationships and a climate of inclusive problem solving in all matters relevant to student learning and wellbeing in a safe, stimulating learning environment. The school provides all students access to a broad, balanced and flexible curriculum and instruction adapted to individual learning needs.
SC1 Capacity to undertake routine support tasks across a range of functions in one or more work areas within a school environment.
SC2 Demonstrated capacity to communicate effectively with members of the school community including students and the capacity to provide support and/or attendant care to students where necessary.
SC3 Demonstrated proficiency in the use of office systems, software or technical equipment as relevant to the position.
SC4 Capacity to work cooperatively with a range of people including teachers, education support, students and parents.
SC5 A commitment to professional learning and growth.
Undertakes routine tasks that are usually 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.
Work has little scope for deviation. Problems can usually be solved by reference to well documented procedures and instructions and clearly established practices. Deviation from established procedures will require reference to others for guidance and direction. Assistance is readily available when problems arise. An experienced employee at range 1 will exercise limited judgement within clearly defined guidelines and well established practices that relate specifically to the tasks performed.
Does not carry responsibility for the work of others. More experienced employees will provide basic guidance and advice to others relating to tasks within the work area.
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.
Qualification requirements do not operate at range 1. Certification requirements may be required to legally perform specific tasks - e.g. driver's licence, first aid, safe food handling.
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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.
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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx
The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx
This vacancy is specifically linked to Student Support Funding and is ongoing. If the funding reduces or ceases during the first seven years of employment, employment may cease subject to the provision of at least 12 weeks’ notice.