Groundskeeper

Role

A Leave Purchase Allowance will be paid for any work completed during the School Vacation period.

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 responsibilities of this position will be:

– Manage the use and maintenance of equipment within a work area.
– Ensure security and safety is maintained within a work area.

– Grounds Maintenance – mowing of lawns, maintaining garden beds, weeding, mulching and tree pruning.

– Cleaning of gutters and pits throughout the school.

– Clearing leaves and debris from undercover areas and grounds.

– Attend to daily maintenance tasks as directed.

– Provide immediate attention to safety issues.

– Ensure that identified risks are reported to appropriate personnel within the school.

– Support maintenance staff with – general handyman repairs as required, daily maintenance requirements, OH&S requirements, maintenance as per the AIMS system and liaising with external organisations and individuals for the purpose of acquiring materials and equipment.

– Ensure works are completed in a safe and timely manner.
– Assist with developing procedures relating to the use and maintenance of equipment and materials.
– Assist with the purchase of equipment and materials.

– Conduct regular inspections of designated areas, for example shade cloths, basketball rings, playground equipment, pits and drains.

– Maintain records of inspections and actions for OH&S compliance.

Who May Apply

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

EEO AND OHS Commitment

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 ).

Aboriginal and/or Torres Strait Islander applicants can contact Brett West, Yamatji man, in the Koorie Outcomes Division to talk about the recruitment process, the Department and supports for Aboriginal and/or Torres Strait Islander people in the Department. Mobile: 0477 726 801 or email on:

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

DET Values

The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET 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

Noble Park Primary School services a residential area in South-Eastern Melbourne. The school was established in Buckley Street, Noble Park in 1911 and since then has undergone vast changes, socially and environmentally. Today it is a culturally rich school community represented by more than forty-six language groups. A large number of families have recently arrived in Australia, therefore the school is their first community contact, a responsibility and a privilege which the school community takes great pride in undertaking.

The extensive, award winning grounds are celebrated for their aesthetic value and as engaging spaces for play and learning. The buildings are a combination of modern open plan learning spaces and relocatable structures.

Are you looking for an educational opportunity that will challenge you, excite you and develop your career? Are you interested in gaining international perspectives on education? Is innovation and a relational approach to learning a motivator for you?

If that is the case then Noble Park Primary School could be the school for which you are looking.

Our staff have opportunities to travel interstate and overseas for professional learning opportunities. We are looking for teachers committed to our philosophy, who want to work in an innovative well-resourced environment with potential for future employment.

The current enrolment is at 330 students.

We offer:

Experienced and caring staff members

All mandated Department of Education and Training programs

A personalised approach to learning in collaborative teaching spaces

The approach to learning across the school is characterised as ‘developmental learning’, which some may describe as play based

An environment where we actively develop partnerships with the community to improve student learning

Support programs for new English learners

Specific programs and personnel to enhance student well-being and support families

A commitment to programs which develop and support environmental awareness

Extensive artificial turf and award winning outdoor spaces

A commitment to natural pedagogies in diverse environments

OUR CORE VALUES ARE:

Respect –  Having regard for self and others

Integrity –  Being honest and fair

Responsibility –  Being accountable for your actions and words

Optimism –  Being hopeful and believing that good things will come

Playfulness-  Having a sense of fun towards learning, friendships and life

The guiding principles for our school are:

Authentic relationships underpin all successful learning

Appreciation & understanding of others’ values

A commitment to the highest possible achievement for all in a developmentally appropriate manner

The recognition that English offers access to all learning and social relationships

Fostering a love of learning

Encouraging children to enquire about their world

Establishment of an environment that promotes safety, care and clear expectations for all

An emphasis on student well-being incorporating flexibility in catering for the well-being of all students

Developing students to be co-operative and self-reliant

Facilitating effective communication with Multi-lingual staff.