Job Description
Full job description
Overview
Work Type: Ongoing - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 3
Occupation: Administration
Location: Melbourne - Western suburbs
Reference: 1523055
Location Profile
Yarraville West Primary School is a large primary school in the quiet residential suburb of Yarraville, about 8km from the Melbourne CBD. YWPS has served the schooling needs of the community for 138 years. The current school buildings were opened in 1985, and as the school has grown, additional classrooms have been added. Our grounds include adventure play spaces for junior, middle, and senior students, shady verandahs for creative play and relaxing, a wooden maze, and sensory garden. The Yarraville Oval is adjacent to the school and provides a beautiful open space for learning, sports and play.
Our school vision is to develop a positive, courageous and reflective learning culture, that connects students, families and staff proudly to our community. Four core values guide community life, teaching, and learning at Yarraville West Primary School: Respect, Resilience, Creativity and Integrity. These values are reflected in all aspects of school life and contribute to a sense of common purpose within the school community.
In 2026, our student enrolment is 635 with almost all students and families living within our designated neighbourhood zone.
Our Student Family Occupation and Education Index (SFOE) is low, reflecting the higher levels of education parents have, and the types of occupations they are engaged in.
Yarraville West Primary School is a high performing school in student learning. We place significant emphasis on academic outcomes. Our academic achievements are consistently above state benchmarks in English and Mathematics. We are extremely proud of our reputation for providing a comprehensive and challenging curriculum, academic excellence, and proactive social and emotional guidance and support.
Yarraville West Primary School is committed to improving the outcomes of all students. This is achieved through the provision of a challenging academic program, based on the Victorian Curriculum and underpinned by evidence-based teaching methods. Our strong academic focus is supported by a number of extra-curricular activities and programs that provide a well-rounded education. Programs provided include Physical Education, Visual Arts, Drama, Italian, STEM, Digital Technology, Library, Learning Intervention, and the Victorian High Ability Program.
We are committed to embedding Department of Education initiatives, such as the Framework for Improving Student Outcomes 2.0, and High Impact Teaching Strategies into our everyday teaching and learning. Embedding these models underpin our focus and determination to improve teacher practice and in turn provide vital and successful learning opportunities for all our students. Teaching staff are highly focused, undertaking ongoing professional development to implement best practice. This leads to achieving improved outcomes for our students through agreed Literacy and Numeracy instructional teaching models, shared curriculum planning, coaching, and Professional Learning Communities (PLC). Staff work collaboratively in their teams to document a challenging and differentiated curriculum.
The staffing profile of Yarraville West Primary School is 54 fulltime staff, including one principal, two assistant principals, three learning specialists, one leading teacher, 38 teachers, and eleven education support staff.
The School Improvement Team, consisting of the Principal class officers, Leading Teacher, (Disability Inclusion), Learning Specialists, and Mental Health and Wellbeing Leader, oversees the implementation of the school¿s annual improvement goals. Our Learning Specialists and Principal class officers support our PLC Leaders to lead their PLCs in providing a rich and comprehensive curriculum.
All teachers work together in professional learning communities to analyse student learning and wellbeing data. Teachers use this information to better understand the learning needs of our students to collaboratively plan, teach and evaluate student learning progress. Time is prioritised weekly for teachers to collaborate for planning, moderation of assessment data, and preparing lessons.
The Consultation Committee is representative of all staff and is engaged in improving our workplace and ensuring our staff have opportunities to provide feedback on implementing the Victorian Government Schools Agreement.
Teachers new to the profession are supported through the Career Start initiative. Additional time release from teaching duties enables these teachers to meet weekly with their mentor teacher, who provides professional support and guidance on all aspects of the first-year teacher¿s role. Mentor teachers are also in place to support teachers to gain full registration with the Victorian Institute of Teaching.
We encourage the school¿s wider community to be actively involved in school life, formally and informally. Our School Council and the sub-committees of Finance, Events, Community, and Buildings and Grounds, are the formal means of parent engagement, where we work together to ensure good governance and parent input into aspects of school improvement. Informally, parents and carers volunteer to support improved student learning and wellbeing outcomes, eg participating in excursions and camps and helping in classrooms and the library. We welcome parents and carers into the school daily and invite parents, carers and extended family members to join us in organised events, such as classroom expos, the school open afternoon, the Celebration of the Arts Week, and the February Welcome Picnic.
For more information contact the Principal Karen Rush on 9314 7714.
Selection Criteria
SC1 Demonstrated capacity to perform duties consistent with established guidelines and frameworks, including coordinating and supporting others in respect to specific work functions relevant to the role.
SC2 Demonstrated technical knowledge and expertise relevant to the position, experience in the use of CASES21, Compass and other computer applications (eg. Microsoft Office).
SC3 Demonstrated highly developed organisational and administrative skills, with the capacity to use initiative, establish priorities and meet timelines.
SC4 Demonstrated high level communication and interpersonal skills, with a proven ability to communicate positively and effectively with staff, students, parents and the wider community.
SC5 Demonstrated knowledge and commitment to ensuring all relevant Occupational Health and Safety regulations are adhered to and implemented with an ability to also identify and manage risk
SC6 Demonstrated commitment to professional learning and growth for both self and others.
Role
Office hours are between 8.30am to 4.30pm
Applicants must provide details of at least two referees.
Range 3 is distinguished by the introduction of management responsibility and accountability for the delivery of professional support services. The role will usually impact beyond the work area or professional field. It seeks to gain cooperation of other staff members or members of the school community to achieve specific objectives, such as in school administration, operations or educational programs.
Direction on targets and goals is provided but the position will have some degree of latitude in determining how they are achieved. This latitude will generally be limited by standard procedures and school policy. Deviation from standard procedures and school policy will require guidance and direction from senior management.
The provision of business management responsibilities becomes a feature at range 3. Management of staff to achieve the expected outcomes is a key responsibility. Staff management issues will be resolved with minimal reference to senior management, although guidance will be required in more complex cases. Senior management will be provided with timely reports and advice, although this will generally be confined to matters relating to the immediate work area, service provision or educational program and is unlikely to impact substantially on whole of school operations.
This is the minimum range for positions that carry a mandatory qualification requirement of not less than four years. Professional student support positions become a feature at range 3 (e.g. therapists, psychologists) where standard professional services are delivered. Professional support and guidance will be close at hand and deviation from standard procedures and school policy will require guidance and direction from senior management.
An education support class position supports the educational services being provided to students, but must not include duties of teaching as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students cannot be required except where it is an integral part of the employee¿s position or involves supervision of students individually or in small groups, in controlled circumstances, where the responsibility for students remains clearly with a teacher.
Responsibilities
Ensure the provision of a range of administrative support functions for the Principal and teaching staff.
Provide administrative support to external service providers as required.
Manage the processing of student admissions, registrations, enrolments and transfers.
Provide required level of administrative support for school events, functions and projects.
Implement induction programs for new staff, volunteers and other workers to the school.
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
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 http://www.education.vic.gov.au/hrweb/Pages/default.aspx
Applications close Saturday 18 April 2026 at 11.59pm
Posted
1 April 2026
Overview
Work Type: Ongoing - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 3
Occupation: Administration
Location: Melbourne - Western suburbs
Reference: 1523055
Location Profile
Yarraville West Primary School is a large primary school in the quiet residential suburb of Yarraville, about 8km from the Melbourne CBD. YWPS has served the schooling needs of the community for 138 years. The current school buildings were opened in 1985, and as the school has grown, additional classrooms have been added. Our grounds include adventure play spaces for junior, middle, and senior students, shady verandahs for creative play and relaxing, a wooden maze, and sensory garden. The Yarraville Oval is adjacent to the school and provides a beautiful open space for learning, sports and play.
Our school vision is to develop a positive, courageous and reflective learning culture, that connects students, families and staff proudly to our community. Four core values guide community life, teaching, and learning at Yarraville West Primary School: Respect, Resilience, Creativity and Integrity. These values are reflected in all aspects of school life and contribute to a sense of common purpose within the school community.
In 2026, our student enrolment is 635 with almost all students and families living within our designated neighbourhood zone.
Our Student Family Occupation and Education Index (SFOE) is low, reflecting the higher levels of education parents have, and the types of occupations they are engaged in.
Yarraville West Primary School is a high performing school in student learning. We place significant emphasis on academic outcomes. Our academic achievements are consistently above state benchmarks in English and Mathematics. We are extremely proud of our reputation for providing a comprehensive and challenging curriculum, academic excellence, and proactive social and emotional guidance and support.
Yarraville West Primary School is committed to improving the outcomes of all students. This is achieved through the provision of a challenging academic program, based on the Victorian Curriculum and underpinned by evidence-based teaching methods. Our strong academic focus is supported by a number of extra-curricular activities and programs that provide a well-rounded education. Programs provided include Physical Education, Visual Arts, Drama, Italian, STEM, Digital Technology, Library, Learning Intervention, and the Victorian High Ability Program.
We are committed to embedding Department of Education initiatives, such as the Framework for Improving Student Outcomes 2.0, and High Impact Teaching Strategies into our everyday teaching and learning. Embedding these models underpin our focus and determination to improve teacher practice and in turn provide vital and successful learning opportunities for all our students. Teaching staff are highly focused, undertaking ongoing professional development to implement best practice. This leads to achieving improved outcomes for our students through agreed Literacy and Numeracy instructional teaching models, shared curriculum planning, coaching, and Professional Learning Communities (PLC). Staff work collaboratively in their teams to document a challenging and differentiated curriculum.
The staffing profile of Yarraville West Primary School is 54 fulltime staff, including one principal, two assistant principals, three learning specialists, one leading teacher, 38 teachers, and eleven education support staff.
The School Improvement Team, consisting of the Principal class officers, Leading Teacher, (Disability Inclusion), Learning Specialists, and Mental Health and Wellbeing Leader, oversees the implementation of the school¿s annual improvement goals. Our Learning Specialists and Principal class officers support our PLC Leaders to lead their PLCs in providing a rich and comprehensive curriculum.
All teachers work together in professional learning communities to analyse student learning and wellbeing data. Teachers use this information to better understand the learning needs of our students to collaboratively plan, teach and evaluate student learning progress. Time is prioritised weekly for teachers to collaborate for planning, moderation of assessment data, and preparing lessons.
The Consultation Committee is representative of all staff and is engaged in improving our workplace and ensuring our staff have opportunities to provide feedback on implementing the Victorian Government Schools Agreement.
Teachers new to the profession are supported through the Career Start initiative. Additional time release from teaching duties enables these teachers to meet weekly with their mentor teacher, who provides professional support and guidance on all aspects of the first-year teacher¿s role. Mentor teachers are also in place to support teachers to gain full registration with the Victorian Institute of Teaching.
We encourage the school¿s wider community to be actively involved in school life, formally and informally. Our School Council and the sub-committees of Finance, Events, Community, and Buildings and Grounds, are the formal means of parent engagement, where we work together to ensure good governance and parent input into aspects of school improvement. Informally, parents and carers volunteer to support improved student learning and wellbeing outcomes, eg participating in excursions and camps and helping in classrooms and the library. We welcome parents and carers into the school daily and invite parents, carers and extended family members to join us in organised events, such as classroom expos, the school open afternoon, the Celebration of the Arts Week, and the February Welcome Picnic.
For more information contact the Principal Karen Rush on 9314 7714.
Selection Criteria
SC1 Demonstrated capacity to perform duties consistent with established guidelines and frameworks, including coordinating and supporting others in respect to specific work functions relevant to the role.
SC2 Demonstrated technical knowledge and expertise relevant to the position, experience in the use of CASES21, Compass and other computer applications (eg. Microsoft Office).
SC3 Demonstrated highly developed organisational and administrative skills, with the capacity to use initiative, establish priorities and meet timelines.
SC4 Demonstrated high level communication and interpersonal skills, with a proven ability to communicate positively and effectively with staff, students, parents and the wider community.
SC5 Demonstrated knowledge and commitment to ensuring all relevant Occupational Health and Safety regulations are adhered to and implemented with an ability to also identify and manage risk
SC6 Demonstrated commitment to professional learning and growth for both self and others.
Role
Office hours are between 8.30am to 4.30pm
Applicants must provide details of at least two referees.
Range 3 is distinguished by the introduction of management responsibility and accountability for the delivery of professional support services. The role will usually impact beyond the work area or professional field. It seeks to gain cooperation of other staff members or members of the school community to achieve specific objectives, such as in school administration, operations or educational programs.
Direction on targets and goals is provided but the position will have some degree of latitude in determining how they are achieved. This latitude will generally be limited by standard procedures and school policy. Deviation from standard procedures and school policy will require guidance and direction from senior management.
The provision of business management responsibilities becomes a feature at range 3. Management of staff to achieve the expected outcomes is a key responsibility. Staff management issues will be resolved with minimal reference to senior management, although guidance will be required in more complex cases. Senior management will be provided with timely reports and advice, although this will generally be confined to matters relating to the immediate work area, service provision or educational program and is unlikely to impact substantially on whole of school operations.
This is the minimum range for positions that carry a mandatory qualification requirement of not less than four years. Professional student support positions become a feature at range 3 (e.g. therapists, psychologists) where standard professional services are delivered. Professional support and guidance will be close at hand and deviation from standard procedures and school policy will require guidance and direction from senior management.
An education support class position supports the educational services being provided to students, but must not include duties of teaching as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students cannot be required except where it is an integral part of the employee¿s position or involves supervision of students individually or in small groups, in controlled circumstances, where the responsibility for students remains clearly with a teacher.
Responsibilities
Ensure the provision of a range of administrative support functions for the Principal and teaching staff.
Provide administrative support to external service providers as required.
Manage the processing of student admissions, registrations, enrolments and transfers.
Provide required level of administrative support for school events, functions and projects.
Implement induction programs for new staff, volunteers and other workers to the school.
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
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 http://www.education.vic.gov.au/hrweb/Pages/default.aspx
Applications close Saturday 18 April 2026 at 11.59pm
Posted
1 April 2026
💡 Quick Summary
Seeking a career-building opportunity? The Office Administration/Accounts Receivable/Enrolments position is now open for candidates interested in the Finance 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 Finance is a plus.
