Student Wellbeing and Support

Role

Range 3 is distinguished by the introduction of management responsibility and accountability for the delivery of professional support services. The role will usually impact beyond the work area or professional field. It seeks to gain cooperation of other staff members or members of the school community to achieve specific objectives, such as in school administration, operations or educational programs.

Direction on targets and goals is provided but the position will have some degree of latitude in determining how they are achieved. This latitude will generally be limited by standard procedures and school policy. Deviation from standard procedures and school policy will require guidance and direction from senior management.

The provision of business management responsibilities becomes a feature at range 3. Management of staff to achieve the expected outcomes is a key responsibility. Staff management issues will be resolved with minimal reference to senior management, although guidance will be required in more complex cases. Senior management will be provided with timely reports and advice, although this will generally be confined to matters relating to the immediate work area, service provision or educational program and is unlikely to impact substantially on whole of school operations.

This is the minimum range for positions that carry a mandatory qualification requirement of not less than four years. Professional student support positions become a feature at range 3 ( therapists, psychologists) where standard professional services are delivered. Professional support and guidance will be close at hand and deviation from standard procedures and school policy will require guidance and direction from senior management.

An education support class position supports the educational services being provided to students, but must not include duties of teaching as defined in clause 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.

Who May Apply

Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.

EEO AND OHS Commitment

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 ).

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via

Child Safe Standards

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:

DE Values

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:

Other Information

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

Conditions of Employment

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

Location Profile

Donnybrook Primary School opened in January 2023 with 114 students. Our school is located in Donnybrook, 32 kilometres north of Melbourne. Planned for up to 525 local students, our current enrolment is 325 students across 15 classes from Foundation to Grade 6. We forecast an enrolment of well over 400 students for the beginning of the 2025 school year, with the school approaching 500 students before 2026. 

We are located in a new residential estate on an expansive hectare site, just a short walk from the popular Gumnut Park and Adventure Playground. Our school is surrounded by an engaged, supportive and rapidly growing community. Donnybrook Primary School is developing close ties to the local community, with strong support from local organisations and community services.

Our school includes:

An administration building with a library, staff offices and amenities as well as specialist teaching areas for visual arts, science and food technology

Two learning neighbourhood buildings with general purpose classrooms, and flexible and collaborative learning spaces

A community hub building with a competition-grade gymnasium, canteen, music and performing arts space

Outdoor hardcourts, a rectangular sporting field, landscaped gardens and playgrounds.

The school expects to receive our first relocatable buildings in late 2024 to accommodate growing enrolments for 2025 and beyond.

Our school is culturally and linguistically diverse with many families with a language background other than English (LOTE). We are a proud, diverse, and inclusive school community. Our dedicated staff are committed to supporting each child to set goals and take pride in their achievements in a safe and caring learning environment.

Donnybrook Primary School began involvement as both a PLC school and as a School Wide Positive Behaviour Support school in 2024. Both of these initiatives connect strongly to the work begun in 2023 to set high expectations for student learning growth and to establish safe, calm, predictable learning environments where expected behaviours are taught, celebrated and acknowledged, and retaught. 

Vision

At Donnybrook Primary School our vision is to be a school where all students thrive, academically, socially and emotionally. We inspire, challenge, and support every student to discover who they are, who they want to be and how to get there.

Mission

Donnybrook Primary School is an inclusive, safe and caring community which strives for excellence in education. We know that every child can learn, and that learning is for all of us. We aim to develop learners who are knowledgeable, caring, curious and creative who embrace others as equals, think critically, demonstrate integrity and act ethically. 

Values

The values of Donnybrook Primary School are at the core of our school, declaring both who we are and who we aspire to be. Our values establish behaviour expectations for everyone, and they support our students to develop positive learning and social behaviours that will help them achieve success through their schooling and throughout their lives.

Be Courageous

Stand up for what is right and advocate for yourself and others

Show grit - keep trying when things get tough, bounce back when you face obstacles

Be humble - be proud of who you are, understand your strengths and challenges. See every other person as your equal. 

Be Ambitious

Be energised and motivated to learn and try new things.

Push yourself, stretch, be ambitious to learn, grow and achieve. 

Give serious, sustained effort, strive to be your best. 

Be Compassionate

Act with empathy, put others first, show that you truly care about other people. 

Build great relationships and strong friendships, because everyone belongs at Donnybrook Primary School.

Work in partnership - students, teachers, families, and community - because when we listen to one another and work together, everyone benefits.

Connect and contribute to our community, because Donnybrook Primary School is the heart of this community and this community is at the heart of Donnybrook Primary School. 

Have Integrity

Take responsibility for your actions.

Respect yourself and others around you. 

Be reliable and trustworthy. 

Strive for justice - treat people fairly, help everyone have an equal right to learn; because everyone is entitled to learn and to be safe and happy at Donnybrook Primary School.

Donnybrook Primary School is committed to creating a safe and inclusive environment for all, including LGBTIQ+ students, staff members and families. Our values, our curriculum and our approach to teaching and learning are all anchored in a belief that schools can, should and do drive social justice in the community. We explicitly teach a curriculum that is anti-racist and anti-sexist, that educates against homophobia, biphobia, intersexism and transphobia and that strives for the elimination of discrimination on all grounds.

Further Details

An information session will be held on Monday 26th August at in the school library. To express your interest in attending please email :-

or phone the school directly on 8407 8099

Please enter and sign in via main reception

Responsibilities

- Provide counselling support to students as required

- Assist with relevant student support group meetings for at risk students

- Work collaboratively with educators, external agencies and school support staff, including developing relationships with partner organisations to support vulnerable and disengaged students

- Communicate with staff regarding student wellbeing concerns in a timely manner

- Assist staff to identify students facing difficulties with attendance, behaviour, and engagement, and to develop interventions and strategies

- Contribute and support the knowledge and skills of staff and the school community in the area of student wellbeing

- Develop whole school understanding and implementation of effective wellbeing practices

- Collect, analyse, and report data regarding student attendance to Student Attendance Team

- Lead crisis management, including postvention and safety planning for intentional self-harm

- Refer students to appropriate services for required support

- Case management, including creation and secure storage of confidential case notes

- Liaise with PLC Leaders and to discuss appropriate referrals and support

- Provide professional development and training to staff regarding student mental health and attendance

- Support colleagues to make reports of Child Abuse and Sexual Assault, including implementation of Protect and Child Safe procedures, SOCIT liaison, DFFH notifications, and parental duty of care communication

- Other tasks as directed by the Principal, Assistant Principal and Business Manager

Minimum Qualifications

Any of the following:

---