AddressBimbadeen Heights Primary School is committed to providing high quality education and an environment for learning where each child is valued and encouraged to reach their full potential intellectually, socially, and personally.
The Bimbadeen Heights Primary School vision describes the aspirations of our school community and is to provide quality education that establishes the foundation for successful life-long learning.
Our core values reflect the belief that an effective school is one that embeds student safety and wellbeing throughout all school practices. The focus on developing positive, supportive relationships between all members of the school community is a key component in our teaching of these values. Our school values are:
- Respect for self, others, property and the environment is shown when people speak and act towards each other with courtesy, consideration, care and appreciation.
- Resilience is demonstrated when there is the capacity to recover confidently from difficulties with persistence and optimistic thinking, actions, and attitude.
- Integrity is shown through an attitude of fairness and honesty that requires a sincere, truthful relationship between members of the school community.
- Compassion is shown when all members of the school community embrace diversity through demonstrating a kind, caring, and understanding attitude and a willingness to help others.
These core values are supported by the School Wide Positive Behaviour Support Framework, the Respectful Relationships program, and the Berry Street Education Model.
We encourage and enjoy family participation in all aspects of school life to foster a positive partnership in learning. The excellence of our reputation is built largely on the quality of the relationships we have built between all stakeholders and our warm and welcoming atmosphere is often commented on.
Bimbadeen Heights Primary School is located in the suburb of Mooroolbark, within the North-Eastern Victoria Region, Outer Eastern Melbourne Area. The school shares close links with neighbouring primary and secondary schools within the Lilydale District Network.
In 2024, the school has an enrolment of 515 students with 40 students classified as EAL (English as an Additional Language), 64 students identified as socially disadvantaged and 5 students from Aboriginal and Torres Strait Islander backgrounds. We have a strong inclusion program with a Leading Teacher of Disability Inclusion who provides support for school staff, students, and families, with 17 students supported under the Program for Students with Disabilities or a Disability Inclusion Profile. The school¿s overall socio-economic profile reflects a Student Family Occupation and Education (SFOE) index of 0.3139 places the school in the `low-medium¿ range for overall socio-economic profile. The school¿s overall socio-economic profile shows an increasing trend over the past 5 years, with overall lower levels of social-economic disadvantage.
The school facilities include 16 permanent and 10 portable classrooms, an Art room, Chinese Language room, Performing Arts room, two instrumental music rooms, a canteen and library. The school¿s hall is used during school hours for assemblies, incursions and specialist physical education classes and outside hours for local sporting groups and associations through established school council hire agreements. An accredited out of school hours care program operates from a large additional portable building. The school grounds include multiple surfaced playing areas as well as a large, grassed oval, running track and three playgrounds for student recreational and sporting activities.
Bimbadeen Heights Primary School is a dynamic learning environment where teachers work in teams, to deliver a guaranteed and viable curriculum utilising evidence-based best practices to ensure every student¿s individual learning needs are met. Our Instructional Model for Literacy is based on the Gradual Release of Responsibility approach and the Workshop Model, while our Instructional Model in Mathematics reflects the Anticipate, Launch, Explore, summarise model to guide our teaching and learning program. Our school provides safe, orderly, and structured learning environments for our students where we cater for the different learning styles and needs of each child.
The school curriculum reflected the Victorian Curriculum framework, with specialist programs offered in Music, Physical Education, Art, Languages (Chinese Mandarin) and classroom programs in the Library and Digital Technologies spaces. We maximise the learning potential of students through a data informed, differentiated approach to teaching and learning and the addition of extension, support, and a range of extra-curricular programs, catering for the full range of individual differences.
Our school is committed to meeting the current and future needs of our students by developing knowledge, skills, and resilience to be successful global citizens. Information technology is well-resourced and incorporated across the curriculum to help broaden and deepen student learning.
In 2024, our school staffing profile comprises 40 teachers, including part-time and full-time classroom and specialist teachers, two intervention teachers, three Primary Mathematics Specialist teachers, one Leading Teacher of Disability Inclusion and School Improvement, two Learning Specialists, and a Principal and an Assistant Principal. Educational Support Staff members including a Business Manager, two administration staff, two school counsellors, one teacher support staff member, and nine integration aides.
Interested applicants are welcome to contact Sabrina George, Assistant Principal, on 9726 9989 to discuss our school in further detail.
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.
Attendance - Monday to Friday 11:00am to 3:00pm during the school term.
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:
- 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.
- Assisting teachers, within an educational program, by undertaking specific support tasks or the coordination of the support function.
- 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.
- 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.
- Record student First Aid incidents in various databases (i.e. CASES/ Sentral/ EduSafe as required).
- Maintain relevant First Aid and related qualifications (Anaphylaxis/ CPR etc).
- Designated Priority First Aid; being the primary staff member to provide student First Aid in response to accidents and incidents across the school
- Oversee and coordinate First Aid in an emergency on campus.
- When the situation requires, arrange/ consult with ambulance or medical services for appropriate course of action. In these circumstances a member of the BHPS Leadership Team is to be informed.
- Coordinate the delivery of staff First Aid/ CPR & anaphylaxis training through external provider and maintain training records.
- Maintain Anaphylaxis auto injector training and provide Anaphylaxis training to staff as required.
- Manage and maintain student health/ First Aid (asthma | anaphylaxis etc) management plans, equipment, medication, and other associated/required documentation.
- Maintain First Aid room including first Aid supplies and required documentation.
- Communication with Parents/ carers and staff related to First Aid.
- Understand and operate within the guidelines of both Departmental and BHPS policies and procedures.
- Administer medications as per medical plans and maintain accurate records.
- Assist in organising and maintaining First Aid supplies for the First Aid room, kits for camps, excursions and in classrooms and yard duty folders
- Ensure all records are accurate, confidential and compliant with relevant policies.
- Liaise with families of students who have medical management plans and require medication.
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
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.
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 *******@education.vic.gov.au
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 ensure that your application includes:
- a section addressing the selection criteria
- a resume
- names and contacts of two referees
- 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
