Job Description
Overview
Work Type: Fixed-term - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 3
Occupation: Land, asset, resources and facilities management
Location: Melbourne - Southern suburbs
Reference: 1523376
Selection Criteria
SC1 Demonstrated ability to carry out a physical role, with demonstrated gardening/handyperson aptitude.
SC2 Demonstrated ability to efficiently manage and maintain the grounds/gardens/buildings and complete works as required within the school environment. Skills in the use of tools/technical equipment as relevant to the position.
SC3 Demonstrated capacity to work effectively as a member of a team (teachers, education support, students, and parents), to follow instructions, take on responsibility and work independently without direct supervision, be self-motivated and show initiative.
SC4 Demonstrated capacity to engage and liaise with contractors on the school site as required and manage minor projects.
SC5 Demonstrated ability to identify and assess potential risks and work within DE OH&S guidelines that may impact on the safety of members of the school community (students, staff, or members of the wider school community).
SC6 Demonstrated ability to be flexible and work independently to maintain the school buildings and grounds.
Role
The role will include attendance during school holiday periods as required - consistent with DET guidelines.
The maintenance/gardener will work collaboratively and in a professional manner with the Principal/Assistant Principal and delegated staff to ensure that the environment is safe, well maintained and developed.
The maintenance/gardener's primary function is to ensure that the schools' buildings and grounds are well maintained and presented and that all work undertaken is completed in a timely and professional manner and that all work undertaken complies with the statutory obligations and Department Standards.
The groundkeeper's role in the community is to be able to communicate effectively and develop a good working relationship with staff members, students, and contractors at all levels.
The groundskeeper is required to work flexibly and reliably within tight timelines and with minimal direction in a team environment.
It is important that they operate in a professional, courteous, efficient manner at all times, respecting confidentiality.
Responsibilities
The responsibilities of this position will be:
Minor maintenance jobs including but not omitted to repairing furniture, doors, plant equipment,
carpentry and other tasks which may arise. (Tradespeople will be called for most large jobs.)
Jobs relating to grounds and open spaces include gardens, lawns, ovals, including mowing, edging, weeding, fertilising, planting, pruning. (Some examples are provided below in scope of works)
Cyclical preventative maintenance jobs as scheduled, including gutter & roof cleaning, windows, painting.
Follow all Health and Safety policies and procedures. Report all known and observed hazards to the OH&S Manager (or delegate).
Clear external drains, sweep (blow) paved areas and ensure that litter is removed from garden areas.
Maintain garden equipment and appropriately store garden implements and chemicals.
At times purchase necessary equipment and materials locally (e.g. Bunnings)
Emptying of large school bins.
Occasionally work with a team of volunteer parents. For instance, in a large-scale planting program/working bee.
Other duties as required including attendance over the school holiday period as requested by the Principal/Assistant Principal.
Some specific examples: Scopes of work may include items such as:
Carry out visual inspections of buildings to identify property damage and equipment failure and fatigue to develop a priority list for maintenance and repairs, and to check that contracted tasks are being professionally and economically completed.
Repair and/or replace locks, hinges, closers, window latches and window blind fittings.
Carry out repair of furniture and equipment e.g. tabletops, table legs, castors.
Plastering and painting- smaller scale jobs
Temporarily secure broken windows and doors
Repair leaking taps and replace tap fittings.
Carry out visual inspections of roofs, roof guttering, drains, sinks and troughs to identify and clear blockages.
Clear blocked toilets as necessary
Relocate and properly store other blinds, furniture, equipment and resources to keep them in optimal condition.
Clear broken glass, lay sawdust as required etc during the day.
Replace basketball nets if required.
Replace light globes and clear light fittings of insects and cobwebs.
Obtain replacement gas bottles when required.
Report resources that need to be added to or deleted from the Assets Register
Report on and maintain a record of faulty equipment, damage, and breakage.
On a cyclical / seasonal program, weed (hand or spray), poison and mulch garden beds.
Who May Apply
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
Diversity and Inclusion
The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, 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 safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via [email protected]
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.
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:
https://www2.education.vic.gov.au/pal/child-safe-standards/policy
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:
https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview
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 http://www.education.vic.gov.au/hrweb/Pages/default.aspx
Location Profile
Caulfield South Primary School (CSPS) is located in Caulfield South, ten-kilometres south-east of Melbourne¿s Central Business District, and within the City of Glen Eira local government area. The school has a quiet suburban location away from main roads, with boundaries adjoining parkland and residential properties. The current enrolment is 498, with most families residing in the school¿s zone. Students are taught in straight grades at each year-level, with our Prep to Year 3 classrooms located within and around the original 1928 building, and our Year 4 to Year 6 classrooms within and around our modern Senior Learning Centre. The original 1928 building is surrounded by attractive gardens, an extensive playground, play equipment and a synthetic turf oval. Parent fundraising has enabled the installation of a nature play space and bamboo forest.
The SFOE Index for the school is in the low band (indicating a highly advantaged community) and 15% of students have English as an Additional Language. No students identify as Aboriginal or Torres Strait Islander.
The school delivers the Victorian Curriculum, with a focus on delivering high-impact English and Mathematics instruction aligned with the school-developed `REED¿ Instructional Model. This model focuses on four stages of a lesson; review, ******** teaching and engage (interchangeable in order) and discussion. These stages link to the High-Impact Teaching Strategies (HITS).
The school is accredited to deliver the International Baccalaureate¿s Primary Years Programme (PYP). This approach is guided by six transdisciplinary themes of global significance, within which students can broaden their learning by developing their conceptual understandings and strengthening their knowledge and skills across, between and beyond subject areas.
The school delivers a specialist learning program that caters to the broad needs and interests of all students. Each student participates in weekly sessions in Languages Other Than English (LOTE, Italian), Music and Performing Arts, Physical Education and Science, Technology, Engineering and Mathematics (STEM) and Visual Arts.
The use of digital technology to enhance learning is prioritised and includes tablets (iPads) available to students in Prep and Year 1, school-purchased Chromebooks available to students in Years 2 and 3, and a `Bring Your Own Device¿ (BYOD, Chromebooks) program for students in Years 4, 5 and 6.
Other school priority programs include:
1. `Buddy Program¿ for students in Prep to be matched with a `buddy¿ in Year 5.
2. `Green Machine¿ program, with a focus on sustainability.
3. `Choir¿ and `Orchestra¿ programs, run for students with a passion for performing.
4. `Drum Corps¿ program, where students in Years 5 and 6 learn to play in a marching band.
5. `Hebrew Immersion Program¿ and `Jewish Life¿; opportunities for our students to pursue language and culture programs outside of school hours onsite.
Applications close Wednesday 15 April 2026 at 11.59pm
Posted
2 April 2026
Work Type: Fixed-term - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 3
Occupation: Land, asset, resources and facilities management
Location: Melbourne - Southern suburbs
Reference: 1523376
Selection Criteria
SC1 Demonstrated ability to carry out a physical role, with demonstrated gardening/handyperson aptitude.
SC2 Demonstrated ability to efficiently manage and maintain the grounds/gardens/buildings and complete works as required within the school environment. Skills in the use of tools/technical equipment as relevant to the position.
SC3 Demonstrated capacity to work effectively as a member of a team (teachers, education support, students, and parents), to follow instructions, take on responsibility and work independently without direct supervision, be self-motivated and show initiative.
SC4 Demonstrated capacity to engage and liaise with contractors on the school site as required and manage minor projects.
SC5 Demonstrated ability to identify and assess potential risks and work within DE OH&S guidelines that may impact on the safety of members of the school community (students, staff, or members of the wider school community).
SC6 Demonstrated ability to be flexible and work independently to maintain the school buildings and grounds.
Role
The role will include attendance during school holiday periods as required - consistent with DET guidelines.
The maintenance/gardener will work collaboratively and in a professional manner with the Principal/Assistant Principal and delegated staff to ensure that the environment is safe, well maintained and developed.
The maintenance/gardener's primary function is to ensure that the schools' buildings and grounds are well maintained and presented and that all work undertaken is completed in a timely and professional manner and that all work undertaken complies with the statutory obligations and Department Standards.
The groundkeeper's role in the community is to be able to communicate effectively and develop a good working relationship with staff members, students, and contractors at all levels.
The groundskeeper is required to work flexibly and reliably within tight timelines and with minimal direction in a team environment.
It is important that they operate in a professional, courteous, efficient manner at all times, respecting confidentiality.
Responsibilities
The responsibilities of this position will be:
Minor maintenance jobs including but not omitted to repairing furniture, doors, plant equipment,
carpentry and other tasks which may arise. (Tradespeople will be called for most large jobs.)
Jobs relating to grounds and open spaces include gardens, lawns, ovals, including mowing, edging, weeding, fertilising, planting, pruning. (Some examples are provided below in scope of works)
Cyclical preventative maintenance jobs as scheduled, including gutter & roof cleaning, windows, painting.
Follow all Health and Safety policies and procedures. Report all known and observed hazards to the OH&S Manager (or delegate).
Clear external drains, sweep (blow) paved areas and ensure that litter is removed from garden areas.
Maintain garden equipment and appropriately store garden implements and chemicals.
At times purchase necessary equipment and materials locally (e.g. Bunnings)
Emptying of large school bins.
Occasionally work with a team of volunteer parents. For instance, in a large-scale planting program/working bee.
Other duties as required including attendance over the school holiday period as requested by the Principal/Assistant Principal.
Some specific examples: Scopes of work may include items such as:
Carry out visual inspections of buildings to identify property damage and equipment failure and fatigue to develop a priority list for maintenance and repairs, and to check that contracted tasks are being professionally and economically completed.
Repair and/or replace locks, hinges, closers, window latches and window blind fittings.
Carry out repair of furniture and equipment e.g. tabletops, table legs, castors.
Plastering and painting- smaller scale jobs
Temporarily secure broken windows and doors
Repair leaking taps and replace tap fittings.
Carry out visual inspections of roofs, roof guttering, drains, sinks and troughs to identify and clear blockages.
Clear blocked toilets as necessary
Relocate and properly store other blinds, furniture, equipment and resources to keep them in optimal condition.
Clear broken glass, lay sawdust as required etc during the day.
Replace basketball nets if required.
Replace light globes and clear light fittings of insects and cobwebs.
Obtain replacement gas bottles when required.
Report resources that need to be added to or deleted from the Assets Register
Report on and maintain a record of faulty equipment, damage, and breakage.
On a cyclical / seasonal program, weed (hand or spray), poison and mulch garden beds.
Who May Apply
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
Diversity and Inclusion
The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, 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 safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via [email protected]
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.
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:
https://www2.education.vic.gov.au/pal/child-safe-standards/policy
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:
https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview
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 http://www.education.vic.gov.au/hrweb/Pages/default.aspx
Location Profile
Caulfield South Primary School (CSPS) is located in Caulfield South, ten-kilometres south-east of Melbourne¿s Central Business District, and within the City of Glen Eira local government area. The school has a quiet suburban location away from main roads, with boundaries adjoining parkland and residential properties. The current enrolment is 498, with most families residing in the school¿s zone. Students are taught in straight grades at each year-level, with our Prep to Year 3 classrooms located within and around the original 1928 building, and our Year 4 to Year 6 classrooms within and around our modern Senior Learning Centre. The original 1928 building is surrounded by attractive gardens, an extensive playground, play equipment and a synthetic turf oval. Parent fundraising has enabled the installation of a nature play space and bamboo forest.
The SFOE Index for the school is in the low band (indicating a highly advantaged community) and 15% of students have English as an Additional Language. No students identify as Aboriginal or Torres Strait Islander.
The school delivers the Victorian Curriculum, with a focus on delivering high-impact English and Mathematics instruction aligned with the school-developed `REED¿ Instructional Model. This model focuses on four stages of a lesson; review, ******** teaching and engage (interchangeable in order) and discussion. These stages link to the High-Impact Teaching Strategies (HITS).
The school is accredited to deliver the International Baccalaureate¿s Primary Years Programme (PYP). This approach is guided by six transdisciplinary themes of global significance, within which students can broaden their learning by developing their conceptual understandings and strengthening their knowledge and skills across, between and beyond subject areas.
The school delivers a specialist learning program that caters to the broad needs and interests of all students. Each student participates in weekly sessions in Languages Other Than English (LOTE, Italian), Music and Performing Arts, Physical Education and Science, Technology, Engineering and Mathematics (STEM) and Visual Arts.
The use of digital technology to enhance learning is prioritised and includes tablets (iPads) available to students in Prep and Year 1, school-purchased Chromebooks available to students in Years 2 and 3, and a `Bring Your Own Device¿ (BYOD, Chromebooks) program for students in Years 4, 5 and 6.
Other school priority programs include:
1. `Buddy Program¿ for students in Prep to be matched with a `buddy¿ in Year 5.
2. `Green Machine¿ program, with a focus on sustainability.
3. `Choir¿ and `Orchestra¿ programs, run for students with a passion for performing.
4. `Drum Corps¿ program, where students in Years 5 and 6 learn to play in a marching band.
5. `Hebrew Immersion Program¿ and `Jewish Life¿; opportunities for our students to pursue language and culture programs outside of school hours onsite.
Applications close Wednesday 15 April 2026 at 11.59pm
Posted
2 April 2026
💡 Quick Summary
Seeking a career-building opportunity? The Groundskeeper position is now open for candidates interested in the Government Job Alert sector. This role in Melbourne offers a professional environment and growth potential.
Requirement Snapshot: Candidates should possess basic communication skills, a proactive attitude, and the ability to work in a team. Experience in Government Job Alert is a plus.
