3 Days Left Groundskeeper

Occupation: Land, asset, resources and facilities management

Location: Melbourne - Northern suburbs

Reference: 1495528

Selection Criteria

- SC1 Demonstrated ability to carry out a physical role with proven gardening and handyman aptitude. This includes efficiently managing and maintaining school grounds and gardens, and completing grounds works as required. Proficiency in the safe and effective use of tools and technical equipment relevant to the position.
- SC2 Demonstrated capacity to work as a member of a team, to follow instructions and take on the responsibility to work independently without direct supervision.
- SC3 Demonstrated technical knowledge, expertise, and proficiency in carrying out minor repairs and maintenance to both the interior and exterior of buildings within a school environment. Skilled in the safe and effective use of tools and technical equipment relevant to the role.
- SC4 Capacity to engage and liaise effectively with contractors on site, and to manage minor projects and developments while maintaining compliance with OHS practices and protocols.
- SC5 Demonstrated commitment to professional learning and growth.

Role

The attendance of this role requires the successful applicant to:

- work from 7:00am - 10:00am each day,
- work one day of each of the term holiday, including summer holidays.

Essendon North Primary School is looking for part-time Groundskeeper.

The ideal candidate would:

- be an experienced handyman/ tradesperson
- positively impact the culture of the school, by engaging with all stakeholders (students, staff, families),
- be self-directed but able and willing to follow directions from the Principal,
- work from7:00am - 10:00am each day,
- work one day of each of the term holidays, including summer holidays.

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, specialisedstudent/teacher support tasks, or technical tasks as experience in the role is gained.

Responsibilities

The successful applicant will assist the Facilities Manager with daily tasks, including but not limited to:

- Moving furniture and equipment, and assembling furniture packs as required
- Undertaking minor cleaning duties and graffiti removal when required
- Conducting regular perimeter checks to ensure the safety of school grounds
- Performing grounds maintenance such as mowing, brush cutting, hedge trimming, and using other mechanical gardening tools
- Maintaining garden beds by weeding, planting, and pruning trees and shrubs as needed
- Ensuring security and safety are maintained within the work area
- Keeping storage facilities clean, organised, and safe

Skills

- Performing other duties as directed by the Principal Class and Facilities Manager
- Ability to work safely and effectively within OH&S guidelines
- Capacity to build positive and respectful relationships with staff, students, and parents
- Commitment to high-quality workmanship and attention to detail
- Reliability, punctuality, and a strong work ethic
- Ability to work independently without direct supervision
- Capacity to follow direction and complete requests from the Principal Class and Facilities Manager
- Willingness to learn and adapt to new skills and tasks.

Who May Apply

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

Diversity and Inclusion

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 (seeWorkplace 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 marrung@education.vic.gov.au

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:

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:

- 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.
- 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

Location Profile

Dear Applicant,

Thank you for your interest in the advertised position of Groundkeeper at Essendon North Primary School. At a time of exciting growth and continuous school improvement, this is an excellent opportunity for highly motivated, dynamic professionals to be part of our community.

At Essendon North Primary School, our vision is to be `Global learners and leaders, exceeding expectations.' Our mission is `We maximise the potential of all; empowering independence, excellence, innovation and critical engagement with the world.' We believe in our Guiding Statements, and as a learning community, are committed to embedding these within the fabric of our school. We areBrave, Boldand Connected.Our school has an International membership with the Council of International Schools (CIS) and is authorised as an International Baccalaureate (IB) World School, offering the Primary Years Programme (PYP). This is reflective of our commitment to high quality, challenging, international education that Essendon North Primary School believes is important for our students.

The entire school community is actively involved in the life of the school and shares a commitment to being an innovative leader in education. The School Council and the Executive Team are partners in providing a unified purpose and direction for achieving a quality education for every child. Parent involvement and engagement in student learning is valued and actively promoted. Parents are encouraged to assist with classroom programs and are involved in regular whole school events.

Our school officially opened on September 9th, 1920 and is located on Keilor Road in the suburb of North Essendon, Melbourne, Victoria, Australia. In 2020, we celebrated our school's centenary and continue to be very proud of our rich history and community connections.

Essendon North Primary School is approximately 12 km north-west from Melbourne's Central Business District and our Local Government area is the City of Moonee Valley. A total of 620 students are enrolled in 2025. Our evolving demographic now boasts 36 percent of students with English as an Additional Language (EAL). In 2025 we have twenty-eight grades from Foundation to Year Six.

In 2026, our school will be in the final year of a four year strategic plan (2023 to 2026). The goals of our strategic plan are:

- Optimise the learning growth for every student in literacy and numeracy.
- Empower all students as active learners to improve engagement and learning outcomes.
- Maximise the personal and social capabilities of every student.

Our school continues to offer a broad curriculum and an extensive co-curricular program that enables our students to experience new challenges and opportunities beyond the classroom. From Foundation to Year Two, our focus is on establishing solid foundations in Literacy and Numeracy, and from years Three to Six our focus builds breadth and depth. This approach, complemented by a clear focus on student achievement, provides solid foundations for students to access rich and diverse learning experiences. The focus on an inquiry-based curriculum that utilises and extends the application of contemporary learning technologies in collaborative learning environments provides engaging and stimulating opportunities for students to extend themselves and maximise their potential. These learning opportunities and improvements are supported through a lens of wellbeing.

Our school offers a range of specialist and extracurricular programs including languages education in Chinese (Mandarin), Visual and Performing Arts, Physical and Sport Education, Health and Wellbeing, interschool sport, Perceptual Motor Program (PMP), choir, instrumental music tuition, student agency, leadership and voice, Buddy Program, Lunch Clubs, Camping Program, incursions and excursions, and an Out of School Hours Care Program. We have developed a comprehensive program and service structure for students with additional and complex needs including participation in the Victorian Student Excellence Program and external opportunities (Gateways, ICAS, Science Talent Search) and comprehensive support for students with disabilities (DI) and students at risk.

Our school has four principal class members, three Learning Specialists and nine Professional Learning Communities (PLC). The Executive Team and all nine Professional Learning Communities regularly plan and evaluate teaching effectiveness and student learning outcomes, and participate in team based professional learning. The organisation of the school remains fluid and flexible so that our school's resources (human, physical and financial) can be strategically aligned to cater for the emerging learning needs of all our students.

At the very heart of our purpose is to provide every child with the best possible education. We recognise that this will be achieved by our staff, and are committed to delivering high quality teaching practice so that every child learns and achieves high standards. High quality professional learning is one of the cornerstones of our school. In 2026, our school will continue a commitment to the Department of Education's initiatives including curriculum reviews, the Victorian Teaching and Learning Model 2.0, School Wide Positive Behaviours, the Professional Learning (PLC) Communities, Respective Relationships, and the Transforming the First Years of Teaching initiatives.

Applicants should include a curriculum vitae detailing relevant qualifications and experience, responses to the selection criteria, and the names and contact details of three professional referees. Following receipt of your application and shortlisting process, you may be contacted for an interview.

Thank you again for your interest in the position available at our school.

Applications close Thursday 2 October 2025 at 11.59pm

#J-18808-Ljbffr