Integration Aide

Belle Vue Primary School was established on the current site and opened on 14th August 1957.

With a current student population of approximately 150 students, Belle Vue is situated in spacious, well maintained grounds in Balwyn North. The spacious school grounds contain an oval, basketball court, a synthetic netball court and cricket pitch. Many mature trees provide shade. Additionally, our students enjoy grassed areas and other hard-surface play areas. In 2012, with the completion of the new BER building, considerable planting was undertaken. This adds to the already pleasant school grounds. The focus for this landscaping was on using indigenous plants.

Belle Vue is consistently above the median for all Victorian state schools according to Vic Curric and NAPLAN data. Compared to other schools, Belle Vue has performed above like schools when taking into account the background of our students. We will continue to focus on developing the capacity of our staff with weekly Professional Learning, mentoring, coaching and ongoing provision for feedback.

Our school takes pride in its strong community atmosphere, which fosters partnerships between students, staff, parents and the local community. Parental involvement covers a wide range of activities including shared reading, fundraising, multicultural day, lunch days and sporting activities. Programs are formally supported by school council and the Parents and Friends Association.  TheirCare operates before and after school care programs.

Belle Vue offers quality, highly planned and documented programs in the domains of English, Mathematics, Science, Technology, Humanities, Health and Physical Education, Language Other Than English (Italian) and the Arts, which includes an annual drama/music production an Art Auction and Exhibition. Literacy and Numeracy are given priority through daily timetabled blocks. The school also has a Library Technician, Music Instructor and a Digital Technologies Tutor all of whom work closely with classroom teachers to deliver high quality programs. The community enjoys and supports regular performance assemblies.

Written student reports and Student Led Conferences provide information to parents on student achievement and progress. To know our students, teachers meet regularly in Professional Learning Teams to develop learning logs. The Annual Report to School Council details the advances and accomplishments of the school. The fortnightly online newsletter provides parents and the community with information and is used to inform and encourage participation in school events. The school also uses Compass to communicate with parents.

The school believes it is vital to build links with our community and know our students and their families. To this end, all staff are on duty and available to our community every day after school for thirty minutes. This has had a positive impact on staff-parent relationships and is highly valued by the community.

At Belle Vue Primary School we believe that every child has the right and capacity to learn and succeed.

We have high expectations of all learners and ensure that teachers maximise learning opportunities to ensure success.

With the implementation of this Strategic Plan and the continuation of weekly professional learning workshops, which focus on teaching and learning; building teacher capacity and accountability (in terms of assessment and data collection), regular support and feedback on planning, in class observations and reciprocal teaching, we can ensure that all staff have a shared vision and contextualise their teaching practices leading to improved performance outcomes for all students.

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.

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.

• Provides routine support for teachers including assisting with planning of student routines
• Supports communication between teachers and parents
• Communicates with teachers on routine matters related to students and/or other responsibilities
• Provides basic physical care and wellbeing support for students such as toileting, meals, and lifting
• Communicating with student/s to support comprehension of basic tasks and information
• Addresses immediate behavioural presentations relating to specific students within a classroom setting aligned to school policy and procedure
• Provides basic support and supervision for individuals or groups of up to 4 students within a classroom setting
• Supports teachers in the coordination of educational programs independently or under minimal supervision, including rostering and organising the work of a team of aides, providing routine co-ordination, guidance, and support to other student support staff, liaising with external providers of support services about clearly defined support needs and resources, assisting teachers with the communication of student outcomes and educational programs
• Provides medical intervention support to a student/s, under specific conditions, with appropriate training and guidance
• Provides specialised communication support for students and teachers in areas such as AUSLAN and braille

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

The successful applicant will be required to work 5 days a week - Monday to Friday.

Applicants are reminded that they need to supply a CV and the names, addresses, phone numbers and email addresses of three referees.

The selection criteria must be addressed.

There could be some flexibility with hours.

Experience required supporting students with additional needs.

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.