Horsham Special School was established in 1988, moving to its current site in 2013. It has a wide enrolment base, drawing from the local area to as far as the South Australian border including Nhill, Dimboola, Kaniva, Goroke, Edenhope and Serviceton. Horsham Special School provides educational programs for students aged 5-18 years displaying mild; moderate and severe diagnoses associated with cognitive, physical, social, emotional, behavioural, sensory and multiple disabilities.
The school’s overarching purpose is to encourage and enable all students, staff and the school community to achieve their full potential.
The safe, caring and stimulating school environment focuses on our key values of Respect and Responsibility, Doing Your Personal Best, Supporting One Another, and Staying Safe and Healthy.
The school’s dedicated staff provides a highly individualised educational program for each student. This is not confined to the classroom and physical building, but extends into outdoor play spaces and indeed the local community in which we live. The individual programs are prepared and delivered by teachers, along with their assistants and are reviewed regularly to ensure student needs are being met.
Integral to the Horsham Special School Curriculum is the programming provided by specialist and therapy staff. The school offers focussed support in the areas of Art, Physical Education, Swimming, Welfare, Speech Therapy, Exercise Physiology and Hydrotherapy. The physical environment complements the programming, with a state of the art purpose built special school.
It comprises a fully equipped commercial style kitchen and café area, open art workshop, sensory courtyard, open learning spaces, sensory room, therapy rooms, kitchenettes and architecturally designed playgrounds.
The curriculum at Horsham Special School is both functional and practical, divided into the following focus areas: Functional Academics; Home & Community Living Skills; Personal & Social Development; and Communication. Each student has an Individual Education Plan (IEP) developed for them; containing goals from each of these focus areas which make up their program.
SC1 Capacity to undertake routine support tasks across a range of functions in one or more work areas within a Special School environment.
SC2 Demonstrated capacity to communicate effectively with members of the school community including students and the capacity to provide support and/or attendant care to students where necessary.
SC3 Demonstrated proficiency in the use of office systems, software or technical equipment as relevant to the position.
SC4 Capacity to work cooperatively with a range of people including teachers, education support, students and parents.
SC5 A commitment to professional learning and growth.
SC6 Demonstrated understanding of child safe practices, when working with children, including those with a disability.
Undertakes routine tasks that are usually 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.
Work has little scope for deviation. Problems can usually be solved by reference to well documented procedures and instructions and clearly established practices. Deviation from established procedures will require reference to others for guidance and direction. Assistance is readily available when problems arise.
An experienced employee at range 1 will exercise limited judgement within clearly defined guidelines and well established practices that relate specifically to the tasks performed.
Does not carry responsibility for the work of others. More experienced employees will provide basic guidance and advice to others relating to tasks within the work area.
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.
Qualification requirements do not operate at range 1. Certification requirements may be required to legally perform specific tasks - e.g. driver's licence, first aid, safe food handling.
Who May Apply
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.