Student Wellbeing And Support

Clunes Primary School, located in the township of Clunes, was established in 1875. It is thirty-two kilometres north of Ballarat, at the western end of the Hepburn Shire.

Clunes Primary School boasts an impressive original heritage school building, complemented by classroom additions from the early 2000s and a purpose-built Building Education Revolution complex constructed in 2011.

Other facilities include a multi-purpose hall with a kitchen, an art/craft room, resource rooms, functionally equipped flexible learning spaces, library and an administration area. The grounds are extensive, with two adventure play areas; the junior, re-shaded at the end of 2015 and the senior area all weather shaded in 2017. The school has footy and soccer ovals, a walking / training track, a multi-purpose court, various asphalt games areas, vegetable garden and landscaped outdoor learning areas. A new inclusive outdoor learning space was completed in 2020.

The school¿s 2024 enrolment is 103 students arranged essentially into a Junior Unit (Foundation-Year 2) and a Senior Unit (Years 3-6) with composite groupings across year levels 1-6. The school implements the Victorian Curriculum. In addition, a broad range of curriculum and extra-curricular opportunities are provided to students. These includes specialist programs in sustainability, Visual Arts, Physical Education, Performing Arts and Japanese. An extensive vegetable garden facilitates a regular learn to cook with fresh produce cooking program for all students P-6. Students also participate in the RACV Energy Breakthrough. A whole school values-based approach to positive student well-being underpins curriculum based on The Resilience Project, School Wide Positive Behaviour Support and You Can Do It. Our values are well reflected within our school community, and we keep students at the centre of our endeavour. We are responsive to our community and work to resolve possible concerns promptly with respect and care.

Our school is committed to and actively participates in local Clunes community events supporting community partnerships.

We are very proud of our students¿ achievements, and we look forward to the future with confidence.

SC1  Qualification in social work, counselling, psychology or relevant community health or welfare field (desired not required) and/or experience in a school setting supporting student welfare.

SC2  Understanding of the common approaches, policies, programs and research relating to Student Wellbeing.

SC3  Ability to facilitate and collectively implement programs and procedures that address the social and emotional learning needs of students within the school community.

SC4  Ability to provide confidential, tailored and appropriate individual support to students and staff, including one on one and small group counselling and referral to external agencies as required.  As well as providing advice and Support to school leaders and staff on wellbeing matters.

SC5  Demonstrated high level written and verbal communication skills and high level interpersonal skills including the capacity to construct positive relationships with staff, external agencies and parents as required

2 Days per week (Thu, Fri preferred) 8:00am-4:00pm (7.6 hours per day) 

The duties of a Student Wellbeing officer include counselling students whose behaviour, school progress or mental or physical impairment indicate a need for assistance; consulting with parents, teachers and other school personnel to determine the cause of the problems and to implement solutions in order to maximise their Wellbeing and engagement in learning.  They may be required to support families with referrals to external services for medical, psychiatric, and other testing that might disclose the cause of difficulties

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.

Demonstrated understanding and implementation of evidence-based practice approaches and techniques which support the Wellbeing and engagement of those associated with our learning community, including students, parents/carers, staff and external agencies. Other responsibilities include, but are not limited to:

• Meet regularly with school staff to update and consult on student information and wellbeing programs.
• Provide information to parents on appropriate services and Supports and assist families with referrals to external agencies.
• Provide advice to staff on any wellbeing concerns within their classroom.
• Act as liaison between school and home environment as required.
• Attend Professional Development relevant to enhancing wellbeing support.
• Develop and maintain effective working relationships and networks with local agencies.
• Maintain accurate student files and case notes.
• Other relevant duties as directed by the Principal or her delegate.
• Maintain and Support the development of wellbeing programs and initiatives within the school in partnership with teaching staff.
• Work directly with students (1:1 and small group settings) on wellbeing matters.
• Regularly liaise with the Principal on wellbeing matters.
• Communicate effectively with and Support the school community with regard to proactive wellbeing support.

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

• 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

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.

• 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