|Location:||Skye Primary School|
|Department:||Skye Primary School|
|Role Type:||General Admin|
|Classification:||Ed Support Level 1-Range 1|
|Contact Name:||Jane Briffa|
Skye Primary School is located in the City of Frankston in the south-eastern suburbs of Melbourne, approximately 38 kilometers from the Melbourne CBD. The school was established in 1873. Originally a rural school serving the local market garden community, the present-day surrounds include both suburban and rural aspects that maintain a unique setting and ambiance.
The extensive grounds include a football oval, soccer pitch, a basketball and netball court along with three separate playground spaces, including the ‘Prep Backyard’. The school consists of five main buildings and four portable classrooms.
The classrooms include flexible learning spaces with central open plan areas. A current capital works project will see a new Gymnasium completed in the middle of 2022. The gymnasium will include a music room, stage and commercial kitchen.
The upgraded multi-purpose hall will become the new Administration offices and library while the existing administration building will house the Kitchen Garden program. An Out Of School Care program operates from the portable classrooms.
Skye’s current enrolment is 404 students from Prep to Year 6. The 2021 Student Family Occupation Education (SFOE) index is 0.4719, indicating a downward trend.
The staffing profile of Skye Primary School includes a Principal, Assistant Principal, Wellbeing Coordinator, 26.5 teachers, 9 Education Support (ES) staff, 2 office administration staff and a qualified school nurse. There are 19 single-age grades. Specialist subjects include Visual Arts, PE and Japanese (LOTE).
A Specialist teachers also facilitates the Kitchen Garden program for students in Grades 2-6. All classrooms are fitted with Interactive TVs and a student device ratio of 1:2. I-pads are provided for P-2 students and laptops are available for Grades 2-6.
Our Vision ensures that we are:
Inspiring successful learners through a connected community, empowering students for the future.
Skye PS has an enthusiastic and motivated staff with an extensive range of teaching experience.
Teachers work collaboratively to analyse student data in order to plan highly effective learning opportunities, using explicit direct instruction to improve student outcomes.
A priority for learning and teaching is to differentiate tasks to ensure the individual success of all students. The provision of clear learning intentions and matched success criteria supports students to set personalised learning goals and enables teachers to provide targeted feedback.
Our School Strategic Plan is focused on building an aspirational and high achieving learning community by raising expectations for student behaviour and motivation. Clear goals have been set to improve student outcomes in both Reading and Numeracy.
Professional Learning for staff is focused on evidence based research and best practice that fosters the development of consistent approaches to whole school planning, assessment and delivery of lessons across the school.
Skye PS promotes Schoolwide Positive Behaviour and prides itself on the use of restorative approaches to student wellbeing, with a strong emphasis on developing positive relationships, resilience, responsibility and respect.
The wellbeing curriculum is focused on embedding the school values, and is supported by initiatives including Ripple of Kindness, Respectful Relationships and Kids Matter. All staff and students participate in our fortnightly ‘Tribes’ afternoon, which is designed to build relationships vertically throughout the school.
The ‘Inspire’ program runs on alternate fortnights and offers teachers and students the opportunity to engage in passion inspired activities outside of their normal year levels. Programs include Jnr Kitchen Garden (P-1), Drumming, Creative writing, Coding, STEM, Lego Robotics, Rock band, Junior Science, Dance, Martial Arts and Gymnastics… to name a few.
Skye PS values relationships and partnerships with the wider community.
The school has an active PTF Association and a supportive School Council. Skye PS school is developing strong relationships with neighbouring schools and Pre-schools through various initiatives that include an Oral Language Program for families with pre-school children and Communities of Practice (CoP) groups that enable teachers to come together to work on initiatives from Foundation to Year 12.
Skye PS is an Ardoch partner school and through programs such as the Literacy and Numeracy Buddies, involvement with corporate partnerships ensures that students are exposed to opportunities outside of the school setting.
SC1 Capacity to undertake routine support tasks across a range of functions in one or more work areas within a 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.
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.