Grounds and Maintenance ES Level 1-Range 2

Work Type: Fixed-term - Part-time

Salary: Salary not specified

Grade: Education Support - Level 1, Range 2

Occupation: Land, asset, resources and facilities management

Location: Melbourne - Western suburbs

Reference:

SC1 Demonstrated ability to carry out repairs and maintenance including gardening, to buildings and grounds.

SC2 Demonstrated ability to work independently and demonstrated understanding of OH&S guidelines.

SC3 Demonstrated well-developed interpersonal skills with the demonstrated ability to consult and interact with relevant stakeholders.

SC4 Demonstrated ability to plan, order and prioritise tasks to ensure deadlines are met.

SC5 Demonstrated commitment to professional development and learning/training.

Monday to Wednesday

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.

To maintain the school in a clean, tidy and functional state through daily tasks such as, but not limited to:

• Move furniture and equipment
• Undertake minor cleaning
• Undertake minor repair and facilities maintenance work
• Check the school perimeters on a regular basis to ensure the grounds are safe
• Regular mowing/use of brush cutter, hedge trimmer and other mechanical gardening tools
• Maintain garden beds e.g. remove weeds, plant new plants, shrubs and trees, prune trees and shrubs as required
• Remove graffiti
• Ensure security and safety is maintained within the work area
• Work as part of a team to ensure that all OH&S requirements are met
• Keep storage facilities clean and tidy
• Put together furniture packs when required
• Report issues requiring trade assistance to the Business Manager
• Direct attending tradespeople to the relevant issue and provide access as needed to school facilities and equipment
• Other duties as directed by the Principal Class and Business Manager or Facilities Manager

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

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:

Dharra School is a new P-12 specialist school that opened in term 1 2024, in Aintree.

The school has been built to accommodate 148 students. There are currently 115 students attending Dharra School, and the school is under an employment management plan set by the department, to support rapid student growth and staffing shortages. The school has a strong focus on staff wellbeing and ensuring our staff have time away from class to focus on their administrative duties.

Dharra School provides educational programs for students with disabilities at both primary and secondary levels in a positive, caring and safe environment. It is a dual mode setting, catering for students with mild through to severe intellectual disabilities and other associated disabilities like Autism. Students are transported to our school via bus or family transport. Our school environment is comprised of Junior and Senior learning neighbourhoods, administration building and library and a community hub. More information about the design of the school can be found here:

Teachers and Educational Support staff make extensive use of a wide variety of resources to ensure all students have an educational journey that is positive and successful. Our school's philosophy and programs are based upon the belief that children learn best in a structured environment that is safe, challenging and supportive with a school wide focus on Positive Behaviour Support.

Student Support Group meetings involving staff, parents, carers and our Allied Health team are held four times a year to formulate individual learning goals based on each student's ability, strengths and needs and celebrate achievements towards these goals.

As the school ages in years, our programs grow and develop, with the implementation of the Victorian Pathways Certificate in 2025.

Dharra School seeks vibrant staff, who enjoy the challenge of learning and growing together in an ever changing environment.

Applications close Tuesday 9 September 2025 at 11.59pm

Posted

28 August 2025