Youth Worker/Wellbeing Support

Overview

Work type: Part time

Salary: Salary not specified

Grade: Ed Support Level 1-Range 3

Occupation: Education and Training

Location: Southern Metropolitan

Reference: 1479154

Location Profile

At Seaford Park Primary School, our vision is to cultivate a nurturing and vibrant community where every child feels valued, safe and inspired to achieve their personal best. By putting the learner at the centre, we are committed to creating an inclusive environment that celebrates diversity and fosters respect, ensuring that every student has the opportunity to thrive academically, socially and emotionally. Through encouraging curiosity, empathy and resilience, our focus on the social nature of learning prepares students for meaningful and compassionate participation in a diverse world beyond the school gates.

Seaford Park Primary School is nestled amongst a residential area and green wedge between the Peninsula Link to the west and Frankston-Dandenong Road to the east. We have 171 students enrolled and a Student Family Education Occupation and Education Index of 0.4979.

The 2025 Annual Implementation Plan has a focus on improving student outcomes in Literacy and Numeracy through the review of assessment practices, selection of evidence-based teaching approaches and the exploration of implementing a knowledge-rich curriculum. The AIP Wellbeing focus is continuing to embed School-Wide Positive Behaviour Supports (SWPBS) through using the Positive Classroom Management Strategies resources with a specific focus on classroom procedures and routines. A Response-to-Intervention approach underpins both teaching and wellbeing as our dedicated team of teachers and education support staff work collaboratively with families to create an environment that is inclusive of all learners, catering to individual student learning needs through personalised adjustments. Whilst Tier 1 practices are continually improved through ongoing staff professional learning and collaborative practices in Professional Learning Communities, both Tier 2 and Tier 3 supports are strategically structured to support students at the school in both small-group and individual experiences.

The class structure for the 2025 school year will include 8 grades:

• Junior Team (1 x Prep and 2 x Year 1/2 composite grades)
• Middle Team (2 x composite Year 3/4 grades)
• Senior Team (3 x composite 5/6 grades)

Staffing consists of a Principal, Assistant Principal (0.8 FTE) and an Acting Assistant Principal (0.4 FTE), 1 Learning Specialists (Literacy), 8 full-time and 2 part-time teaching staff, 7 integration aides, a full-time business manager and a part-time administration ES. We have two teachers who have participated in the Primary Maths and Science Specialist initiative (PMSS) and one who has participated in the DE Master of Inclusive Education program through completing the Master of Applied Behaviour Analysis and is now a Board Certified Behaviour Analyst. We have a Learning Specialist with responsibility for Literacy who is currently focusing on building our teaching approaches in relation to synthetic phonics through a Multisensory Structured Language approach (MSL) and the implementation of The Writing Revolution.

The school building was completed in 2018 with all learning areas flowing from a spacious, central, community atrium. The learning environments in the main building have been purpose built to support teachers to work in a collaborative fashion in order to best meet the needs of our students. Two wings each hold four defined spaces, one of which is designed as a breakout space including wet area and storage. Student bathrooms, staff office space and a meeting room are incorporated into the design of each wing. The school also utilises a Mod 5 classroom, where our most senior students learn. Our BER building contains a purpose-built Art room and a multipurpose space used for Music, PE and our outside school hours care program (TeamKids).

Teachers at Seaford Park Primary School value their work in professional learning communities. Staff have collective responsibility for all our students, who are valued as individuals. Our goal is that they take part in learning tasks that are carefully targeted at their point of need. This is achieved through two whole-school daily enhancement sessions: one English and one Mathematics. At these times, all teaching staff (including specialists and Principal class) support the targeted teaching approaches in use, regardless of their role. Students will participate weekly in Performing Arts, Visual Arts, Physical Education and Auslan. We run a range of lunchtime clubs for the students, which includes Mindfulness, Art & Crafts, Dance, Gardening, STEM, Play and Choir.

We have close links with local kindergartens and provide a Preschool to Foundation transition program to welcome and prepare students for their primary school life. The school develops partnerships with a range of organisations and businesses. Our positive partnership with the Ardoch Foundation provides us with volunteers and program support. Our school prides itself on a strong sense of community. Working collaboratively with families and external agencies, together, we aim to empower our students to become caring, responsible and engaged citizens who are lifelong learners. Seaford Park Primary School is where every child¿s potential is recognised, nurtured and celebrated, creating a legacy of achievement and community spirit.

Selection Criteria

SC1 Knowledge & Experience: Demonstrated awareness and understanding of the issues encountered by children and experience in using evidence-based practices to support students with complex needs in a primary school setting.

SC2 External Agencies: Demonstrated ability to foster effective relationships with external agencies and service providers, coordinating supports for students with complex needs and knowledge of a range of support services to children and families.

SC3 Individual Student Support: Demonstrated experience in assessing and analysing wellbeing issues, providing high-quality case management, including both preventative peer mentorship and individualised counselling support as needed.

SC4 Multi-Disciplinary Team: Proven capacity to work in a multi-faceted team to build strong, positive relationships with students, staff and parents, including highly developed communication and interpersonal skills.

SC5 Wellbeing Programs: Demonstrated capacity to develop, implement and facilitate a range of small-group and whole-school programs that address social and emotional student needs, improving mental health and wellbeing.

Role

The primary purpose and objective of the position is to provide a holistic youth support service to students who face complex barriers to their engagement with education. The key role of this position may include, but is not limited to:

• Support students with specific social and emotional needs to engage with school.
• Liaise with Departmental, community and internal groups and agencies to provide support and advice to students, staff, and families. They must be able to relate to, and interact with a wide range of clients, service providers and Departmental staff while maintaining client confidentiality with the welfare of the students.
• Build strong engagement and support programs and maintain effective links with outside agencies.
• Lead programs that address needs and promote student engagement and wellbeing.

Responsibilities

Student Support

• Identify students facing difficulties with attendance, behaviour and engagement, and develop interventions and strategies
• Keep relevant, professional and up-to-date case notes on identified students to monitor progress and develop robust support plans
• Crisis management
• Working with key stakeholders both within and beyond the college community to support students to achieve their personal and academic potential
• Communicate with staff regarding student wellbeing, health, and safety concerns in a timely manner
• Collect, analyse, and report data regarding wellbeing issues to the Principal Team
• Document plans for students with consideration to wellbeing and safety strategies
• Engage in reportable conduct duties and emergency management procedures
• Provision of one-on-one mentoring support and counselling for students as required and where appropriate
• Provide high quality case management and support to students

Wellbeing Programs & Intervention

• Collaborate with school staff, student support services and support agencies to develop and implement a range of programs and interventions with students and the school community that foster resilience, improve attendance, and respond to identified social, emotional and educational needs.
• Implement and facilitate targeted group intervention programs to support students at risk such as social skills, resilience, friendship and anxiety
• Deliver class based and whole year level targeted instruction to be proactively responding to contemporary issues (e.g. cybersafety)
• Liaise with Principal Team to discuss appropriate referrals and support
• Support of the Disability Inclusion Program.
• Contribute to the creation of Individual Education Plans (IEPs) and Student Support Group (SSG) meetings as appropriate
• Support and facilitate pro-social activities (Lunchtime activities, social groups, breakfast club, celebration activities), both within the school and in partnership with wider community agencies

Other Duties

• At all times working to create a professional environment, which upholds and displays the school¿s values
• Assist the Principal Team where required
• Undertake other duties relevant to the field of responsibility as requested by the Principal Team

Who May Apply

Beneficial to hold a Certificate IV equivalent or higher qualifications that includes competencies in mental health or youth work.

Qualifications that meet these requirements include:
Certificate IV in Chaplaincy and Pastoral Care
Certificate IV in Community Services
Certificate IV in Youth Justice
Certificate IV in Youth Work

EEO AND OHS Commitment

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 [email protected]

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

The time fraction and work schedule for this position are negotiable.

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