Cranbourne East Primary School (CEPS) is located in the Hunt Club Estate in one of the fastest growth areas in the Southeastern growth corridor. The school is located at No 2 Bowyer Avenue, Cranbourne East and is co-located with Cranbourne East Secondary College, Marnebek School - Corrigans Road Campus and shares facilities including the gymnasium, theatre, soccer ground and football oval. Shared-use facilities are a valued feature of this school site. A three-room kindergarten and maternal health centre and sports pavilion have been constructed by the City of Casey adjacent to the school site.

The school is an exciting state of the art facility built under the Partnerships Victoria in Schools Project (PViS), which opened at the start of 2011. The school is built for a long-term student enrolment of 450 students, however due to early rapid enrolment growth and long-term stabilised enrolments, this figure has been surpassed with current enrolment at 1034 students. It includes flexible learning spaces and open learning neighbourhoods to cater for small group instruction. In addition, there are Performing Arts and Science and Sustainability learning spaces, a Library and Resource Centre, technology rich resource hubs (notebook computers, iPads, interactive TV¿s), football oval and indoor gymnasium shared with Cranbourne East Secondary College. There are two sheltered playgrounds as well as a Pirate Ship playground, sandpit and environmental wetlands.

The dedicated staff of CEPS comprises of 6 Principal Class, 4 Learning Specialists (Literacy, Numeracy and Inclusion), 1 Leading Teacher (Numeracy), 68 teaching staff (full and part time),  1 Psychologist, 1 Student Counsellor, 1 Engagement Officer, 1 Mental Health in Primary Schools teacher, 10 Tutor Learning Initiative staff, 8 Education Support Staff, 1 Business Manager, 5 Office Administration staff including First Aid Officer.  The current SFOE Index is 0.3919.

 The school undertook their School Review in Term 2 and have a new Strategic Plan. In line with recommendations from the School Review, CEPS undertook a review of our existing co-teaching model, involving extensive staff collaborative research of best practice, broad community consultation with parents, and consultative engagement with students. Drawing on what was heard and learned through this process, by School Improvement Team made the decision to change the learning structure to a single-teacher/single-class model, to commence the 2025 school year.

Employing similar consultative practices, and guided by the review, SIT has also changed the structure of the day from a split timetable to a single timetable, employing 4 sessions and 3 breaks in the timetable.

 CEPS is undergoing an exciting phases of growth and development of learning and teaching, guided by the implementation of the Victorian Teaching and Learning Model 2.0, and best practice evidence from the Science of Learning.

Cranbourne East Primary School is a place of vibrant learning and professional practice. It is a happy, exciting and engaging learning environment where student centred learning occurs. CEPS offers a comprehensive curriculum with a strong focus placed on literacy, numeracy and wellbeing. Using the School Wide Positive Behaviour Framework (SWPBS), teachers will place greater emphasis on enhancing student engagement, improving attendance using relevant data to create ambitious yet achievable learning goals.  They will work collaboratively to ensure each student is supported and nurtured individually.

 All staff at Cranbourne East Primary School are on a journey of continuous learning and reflection to contribute to the evolution of a learning community. Staff possess the capacity to deliver the levels of enthusiasm and flexibility to respond to the many exciting challenges that a dynamic school entails. 

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 capacity to work and collaborate with others in a team environment.

SC3  Demonstrated capacity to communicate effectively in a team environment, including high level oral and written communication skills.

SC4  Possess the technical knowledge and expertise relevant to the position.

SC5  Demonstrated capacity to provide advice and support to management and other school staff in respect to the work area.

SC6  A commitment to professional learning and growth for both self and others.

An education support class position at this range will perform tasks that are carried out in accordance with guidelines, accepted practice, and school policy under supervision and direction. This may include coordination of other education support class staff within the work area or educational program.

An education support class position supports the educational services being provided to students but must not include duties of a teacher as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students can be required individually or in groups up to 4 in controlled circumstances and where the responsibility for students remains clearly with a teacher.

Certification and/or qualifications of up to three years can be required at this level (noting that Registered Nurse is not included at this level, the first level for which is Level 1 range 3).

A role at this range may include:

• Specific support tasks to achieve outcomes. Typically, this will involve accountability for a single function, (e.g. ensuring data is properly maintained) or the co-ordination of a work area under the direction of the principal or a manager.
• Assisting teachers, within an educational program, by undertaking specific support tasks or the coordination of the support function.
• Supervised health and wellbeing support tasks, medical intervention support tasks, or other specialised student/teacher support roles (e.g. enrolled nurses performing the role as described in schedule 3). These roles require specific qualifications and/or training, including roles where further training must be undertaken from time to time. The role is for a specific purpose, for which there will be direct accountability as opposed to support roles that are carried out by a range of staff performing routine tasks under direction.
• Technical tasks that require a sound knowledge of basic technical and/or scientific principles that are used to develop and adapt work methods and make judgements where there are clear guidelines and limited options. Routine technical support in libraries, science, and information technology would be typical examples.

An education support class position at this range commencing at the base will initially be limited to undertaking routine tasks that are 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. Subject to any specific qualification and/or training requirement, an education support class employee employed in this range may be progressively required to undertake coordination, specialised student/teacher support tasks, or technical tasks as experience in the role is gained.

• Provides routine support for teachers including assisting with planning of student routines
• Supports communication between teachers and parents
• Communicates with teachers on routine matters related to students and/or other responsibilities
• Provides basic physical care and wellbeing support for students such as toileting, meals, and lifting
• Communicating with student/s to support comprehension of basic tasks and information
• Addresses immediate behavioural presentations relating to specific students within a classroom setting aligned to school policy and procedure
• Provides basic support and supervision for individuals or groups of up to 4 students within a classroom setting
• Supports teachers in the coordination of educational programs independently or under minimal supervision, including rostering and organising the work of a team of aides, providing routine co-ordination, guidance, and support to other student support staff, liaising with external providers of support services about clearly defined support needs and resources, assisting teachers with the communication of student outcomes and educational programs
• Provides medical intervention support to a student/s, under specific conditions, with appropriate training and guidance
• Provides specialised communication support for students and teachers in areas such as AUSLAN and braille

Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.

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 marrung@education.vic.gov.au

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

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

Working hours for this position are

Monday - Friday 8:30am - 3:30pm

This vacancy is specifically linked to Student Support Funding and is ongoing. If the funding reduces or ceases during the first seven years of employment, employment may cease subject to the provision of at least 12 weeks’ notice.