Wellbeing Administration Assistant/Daily Organiser

Wellbeing Administration Assistant/Daily Organiser – ES Level 1 Range 3 SC1. Demonstrated experience providing high-level administrative support in a busy school or wellbeing environment. SC2. Demonstrated capacity to effectively coordinate the administrative demands associated with the role of Daily Organiser, including staff absences, timetabling adjustments, and scheduling changes. SC3. Well‑developed organisational and planning skills, including the ability to prioritise tasks, establish and maintain efficient systems and procedures, and ensure accuracy and attention to detail in all work areas. SC4. Well‑developed communication and interpersonal skills for engaging effectively with students, staff, families, and external agencies. SC5. Ability to work collaboratively as part of a multidisciplinary wellbeing and administrative team. Role 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 Key Responsibilities: Daily Organisation Receive and respond to absence notifications from staff Liaise with local CRTs and CRT agencies to organise appropriate cover for staff absences Managing changes to staff schedules and support coverage Effectively communicating staff or timetable changes daily Documentation Management Maintain, organise and regularly update key wellbeing‑related documentation, utilising the electronic filing system and Compass as directed by School Leadership Reports and assessments from allied health professionals Disability Inclusion documentation Internal school‑based support documents (e.g. Behaviour Support Plans, Learning and Play Plans) Meeting Coordination – Coordinate and schedule Student Support Group (SSG) meetings, ensuring all required documentation is prepared and shared in advance. NDIS and Allied Health Liaison – Manage communication and scheduling with NDIS providers and external allied health professionals, overseeing email correspondence and ensuring appointments are clearly communicated to staff and families. Communication Maintain clear and timely communication between the Wellbeing Team, school staff, families, and external providers Manage the Wellbeing Teams shared inbox and ensure all inquiries are followed up promptly Provide updates to staff on wellbeing‑related matters such as meeting schedules, documentation deadlines, or support changes Draft and distribute wellbeing‑related correspondence as required Other duties: This position does not follow normal school hours and it is expected that work will be conducted daily outside of hours before and or after the school day. These responsibilities, although detailed, may vary at the discretion of the principal. 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 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: 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: Other Information 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 programmes provided. Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at Application instructions Include a resume including relevant experience as well as personal details (name, address and contact numbers, business and home). Include a section addressing the selection criteria and the requirements for application under the Who May Apply section. Include names and contact numbers (telephone and email if possible) of two referees who are able to attest to the claims made in your application. Consistent with policy, we shall advise you if we will take this action. 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 programmes provided. Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at Location Profile Established in 2011, Wyndham Park Primary School is a vibrant learning community nestled in the heart of Werribee. Our state‑of‑the‑art facilities, located within the Wyndham Park Precinct, provide a nurturing environment focused on fostering strong Literacy and Numeracy skills. We adopt a holistic, trauma‑informed approach to wellbeing, engagement, and inclusion, ensuring that every student thrives socially, emotionally, and cognitively. We are committed to excellence in teaching and learning, while also promoting student voice and agency. At Wyndham Park, we place a strong emphasis on student growth both academically and socially. Our teaching and learning programs are guided by evidence‑based research and best practice, ensuring that all students are supported to achieve their personal best. Ongoing assessment and data analysis help us to monitor progress and tailor learning experiences that meet the diverse needs of every student. Our diverse student body reflects a wide range of cultural backgrounds, which enriches our community. We take pride in our robust English as an Additional Language (EAL) program, supported by dedicated Multi‑Cultural Educational Aides and a Community Hub Coordinator. Together, they strengthen home‑school partnerships, encourage parental engagement, and ensure that families feel valued and welcomed within our school. With an average enrolment of approximately 400 students, Wyndham Park Primary School is home to 19 classes organized into four dynamic learning communities. We implement multi‑age grade structures Years 1/2, Years 3/4, and Years 5/6 while our Foundation classes remain single‑age to support a smooth transition from Kindergarten to Primary School. The upcoming opening of our Early Learning Centre in 2026 will further enhance this transition, providing children and families with a consistent and supportive pathway into Foundation. Our enriching specialist programs include Visual Arts, Performing Arts, Physical Education, and Spanish, all designed to inspire creativity and critical thinking. Our team comprises highly motivated professionals, including School Leaders, Teachers, Education Support Staff, and Volunteers. Collaboratively, they work within Professional Learning Community Teams, School Improvement Teams, and Administration Teams to deliver a comprehensive educational program, enhanced by a wide range of Information Technology resources. Our primary online learning platform, Compass, serves as a vital communication tool connecting school and home. Wyndham Park Primary School places a strong emphasis on Social and Emotional Learning through our Respectful Relationships curriculum and targeted support interventions. We follow the School Wide Positive Behaviour Support Framework (SWPBS), enriched by our trauma‑informed practices derived from the Berry Street Education Model (BSEM). Our extensive and highly experienced Wellbeing Team includes two Assistant Principals, Leading Teachers, a School Counsellor, Psychologist, Family Engagement and Support Worker, Speech Pathologist, and Social Worker, working in partnership with external allied health professionals. We are proud to offer a dedicated paediatric service on‑site, which provides tailored physical and mental health supports to meet the needs of both our students and their families. This service strengthens our ability to offer wrap‑around care and reinforces our commitment to supporting the whole child. Our mission is to create invigorating and inspiring classroom environments where students eagerly engage in their learning journey. We aspire for our students to see themselves as lifelong learners, developing a genuine love for the process of learning and making it uniquely their own. #J-18808-Ljbffr