AddressWaratah SDS provides educational programs for approximately 70-75 students with moderate to severe intellectual disabilities. Many students also have an ASD diagnosis, physical or sensory impairments or complex medical needs. The school community encompasses a wide range of socioeconomic and ethnic backgrounds. Almost 60% students come from non-English speaking backgrounds and our Student Family Occupation index is 0.69. Interpreters are used frequently to assist communication with families.
One of the goals in our strategic plan is to form effective partnerships between home and school to improve student independence. The school uses an app to communicate with families and employs a welfare officer two days per week to provide support to families, facilitate home school communication and assist families to access other services. Support is also provided to parents in the form of morning teas, parent support groups, information sessions and family social activities.
Waratah SDS is located in Banksia St, Bellfield in purpose-built facilities which includes twelve classrooms; specialist areas for art, physical education, home crafts, music and therapy work spaces. The school has large grounds and the external learning areas include two in-ground trampolines, play equipment, swings, sensory areas, outdoor gym, cubby house and a kitchen garden. A master plan for the external environment has been created and these spaces will continue to be developed as funding becomes available. A partnership with Farm Raiser has resulted in a fully operational market garden being established at the rear of the school providing opportunities for developing work skills for our senior students.
In 2024, the school will undergo major building works to create a new community space and classrooms for the Senior Transition students.
The school also runs a Satellite Unit at Brunswick South West Primary School. We have two classrooms and play area which have been refurbished to meet the students¿ needs. The partnership with Brunswick SWPS is very supportive and provides many opportunities for inclusion.
The school is organised into three sections at the main site ¿ Early Years (5-9 year olds), Middle Years (10-15 year olds) and Senior Transition (16-18 year olds). Within each section class groupings reflect the needs of the students. Therapists mainly work in classrooms alongside teachers providing consultation and professional development for staff. All classes are timetabled for specialist classes in food technology, art, physical education and technology. A garden educator is two days per week to work with Middle Years and Senior students.
The school aims to create a motivating and supportive environment that nurtures potential to learn and grow, experience success and enrich the community. We believe that the best educational outcomes are achieved through a strong school and home partnership. Our school provides a safe and secure learning environment in which challenging, stimulating and structured programs ensure that all students achieve success. We aim for all students to become as independent as possible and to achieve their best by participating in a broad range of activities within both the school and community settings. We recognize and value the individuality of our students.
All students at Waratah SDS have an Individual Learning Program (ILP) which is developed at the with teachers, parents/caregivers, therapists and other relevant professionals contributing. The ILP forms the basis for the students¿ programs for the year and reflects individual student¿s abilities and progress towards increased independence. Our Instructional Model emphasises using visual support, structure, repetition and teaching skills in a variety of situations to encourage generalisation.
A functional and integrated approach is taken to student learning with language/communication a key focus. Alongside speech we use a range of alternative and augmentative communication systems which include signing, picture symbols, photographs and voice generating devices. The Picture Exchange Communication System, core vocabulary and PODDS are used extensively throughout the school. Opportunities for communication are incorporated into all aspects of the school day.
The therapy programs are an integral part of the school curriculum and are offered on a needs basis. The therapy team includes a speech pathologist, occupational therapist, and physiotherapist. The therapists work closely with teaching staff and provide valuable input into individual learning plans. They work throughout the school demonstrating and discussing with teaching and support staff how the therapy components can be incorporated into classroom programs.
Developing appropriate behaviour and social skills is also a priority in the school and the School Wide Positive Behaviour Support (SW-PBS) framework provides continuum of behavioural support that considers all students and emphasizes prevention.
Waratah SDS uses technology to engage students and improve learning outcomes. All classrooms have an Interactive Whiteboard, iPad and PCs. We use video modelling to teach students desired behaviours.
The school believes that to improve student outcomes we need to improve teacher practice and we have a strong focus on professional learning. Classroom observations and feedback through Professional Learning Teams (PLTs); mentoring/coaching from leading teachers and therapists; as well as targeted whole school professional learning; are the key strategies adopted.
Waratah SDS takes a zero-tolerance approach to child abuse and is fully committed to ensuring that its strategies, policies, procedures and practices meet all Child Safety Standards as specified in Ministerial Order No. 870 (2015).
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.
SC7 Demonstrated capacity to work with others to provide educational programs for students who regularly exhibit challenging behaviours.
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, PODD books, technology based communication devices.
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
