Maintenance/Grounds

Role

This position may require attendance during school vacation periods. You will be paid a leave purchase allowance for that attendance

Start and finish times are negotiable and may alter according to operational requirements

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 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, ( 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 ( 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.

Responsibilities

The Maintenance person provides the general maintenance needs of the school buildings and grounds. The role involves maintenance/repairs of a general nature, to keep grounds in a tidy condition, and to assist with contractors.

The responsibilities of this position include but are not limited to:

·To provide maintenance and undertake repairs of a general nature. These include simple general plumbing, electrical work ( replacing light globes), general carpentry, painting, cleaning, repairs to furniture, repairs to faulty locks and door furniture, and general repairs to the fabric of the building.

·To provide general grounds maintenance. This typically includes leaf blowing, cleaning drains and pits, sweeping paved areas, management of sand and soil debris, removing cobwebs and removing litter.

·To assist contractors when appropriate and requested to do so. This typically includes directing contractors to items needing qualified maintenance or repair; and providing access to the school for contractors (this may be outside of hours).

·To maintain the furniture and equipment in the school. This typically includes ensuring that the appropriate number of chairs and tables are available, in good order, in each area of the school; repairing or removing broken or unwanted furniture; and assisting with the relocation of furniture when needed.

·To provide for the general cleanliness of the school. This typically includes attending to spills or minor breakages of glass, graffiti removal and cleaning of external areas (as directed).

·Ensure discretion and confidentiality are maintained at all times.

·Ensure that the school grounds and buildings are well maintained and presented and that all work undertaken complies with statutory obligations and Department Standards.

·Regular monitoring of security, open windows, unlocked doors, vandalism, etc.

·Maintain a healthy and safe working environment by having knowledge of and working according to OH&S Regulations.

·Work cooperatively with a range of people including teachers, education support, students, parents and contractors.

·Undertake other duties relevant to the field of responsibility as requested by the Principal or their delegate.

·Manage the use and maintenance of equipment within a work area.

·Evaluate and select equipment and materials and make purchase recommendations to the Principal or their delegate when required.

·Work through a schedule of regular tasks and audits, aligned with the Asset Information Management System (AIMS) and Essential Safety Measures (ESM) requirements, as directed by the Principal or their delegate.

·Assess and prioritise job requests via the internal online Compass Maintenance Request system.

·Undertake duties according to the priorities across a multi-campus model. This will include the flexibility and responsiveness to undertake unscheduled or emergency work.

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:

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

North Melbourne Primary School is one of the few schools close to the CBD. The original school was established in 1874. It backs onto Flemington Road, the boundary between North Melbourne and Parkville. The Royal Children's, the Women's and Royal Melbourne Hospitals are located nearby. The school has easy access to the facilities and space of Royal Park. 

To cater for significant enrolment growth over the coming years, an innovative new vertical campus for North Melbourne Primary School opened in 2023. The Molesworth Street campus caters for P-2 (Junior Campus), while the current Errol Street Campus caters for Years 3-6 (Senior Campus). The two campuses work collaboratively with students having the opportunity to visit each site for enhanced learning opportunities. The student community of 800+ students reflect the cultural diversity of the surrounding neighbourhood, including North and West Melbourne, Parkville, and the CBD. There are approximately 45 different nationalities represented across the school community. The school has a dynamic leadership team consisting of a Principal; Assistant Principals; and Literacy, Numeracy and Technology Learning Specialists, and Wellbeing Leading Teachers. This model is designed to provide stability and structure across both campuses. 

The school has a dynamic leadership team consisting of a Principal; Assistant Principals; and Literacy, Numeracy and Technology Learning Specialists, and Wellbeing Leading Teachers. This model is designed to provide stability and structure across both campuses. 

The school is divided into eight Professional Learning Teams, seven of them teaching from Prep to Year 6; each team working collaboratively to provide a curriculum that is based on a solid foundation of literacy and numeracy. The Specialist Team delivers comprehensive specialist programs in Visual and Performing Arts (Music and Drama), Physical Education and Science. 

The Stephanie Alexander Kitchen Garden program provides students with experiences in planting, harvesting and cooking healthy meals with much of the produce coming from our vegetable garden. 

The North Melbourne Primary School philosophy is underpinned by the following beliefs and practices:

¿ All children can learn

¿ Learning outcomes will be maximised when children feel safe, connected and engaged at school

¿ Students are encouraged to be active and self-directed in their learning 

Our school values are reflected within all we do. At NMPS, we value being Responsible; Inclusive; Sagacious; and Ethical. 

Mission: Guaranteed extraordinary learning opportunities for students, providing a rich curriculum and evidence-based practices of teaching. 

Vision: Students will contribute positively to their local, national and global communities

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