School Nurse

government schools; Melbourne; On-site; AUD 52,000 - 68,000; Part time

Job summary

Footscray City Primary School in Melbourne is seeking a part-time First Aid Officer to support student health and wellbeing during the school day. The role involves delivering first aid, coordinating health records and liaising with staff and families.

You will join a dedicated team within a state government school that values safety and inclusive practices. Applicants must hold APHRA nursing registration and demonstrate strong communication, confidentiality and organisational skills.

Qualifications

• Registered Nurse with APHRA registration and school first-aid experience.
• Excellent written and verbal communication with students, staff and parents.
• Ability to maintain confidentiality and handle sensitive information.
• Ability to organise work, set priorities and meet deadlines.
• Experience delivering and coordinating student and family health and wellbeing services in a school setting.

Responsibilities

• Ensure students attending First Aid are provided with first aid for accidents and illness.
• Contact parents when necessary.
• Maintain first aid supplies and fully resource kits.
• Administer medication as directed by medical practitioners.
• Liaise with health leader and senior staff on student welfare concerns.
• Coordinate and maintain records for staff qualifications (CPR, asthma, etc.).

Skills

First Aid

Communication

Interpersonal

Organisation

Confidentiality

Teamwork

Education

APHRA registration

Job description

Occupation: Medicine, nursing and midwifery

Reference: 1552145

Location Profile

Footscray City Primary School (FCPS) is a Foundation to Year 6 school established in 1877 in the inner-west suburb of Footscray, in the City of Maribyrnong, seven kilometres from central Melbourne. The school is located next to the City of Maribyrnong Council Offices and is four hundred meters south of the Footscray railway station. We are also a campus for the Western English Language School (WELS).

The school's history is reflected in its four buildings. The original 1877 Bluestone Building is now used for the Instrumental and Ensemble Music Program and the allocation of classroom spaces for the WELS. The 1910 Peppercorn building houses six classrooms for Foundation classes and specialist programs in STEAM and LOTE, and a large central area that provides a library space and allows for collaborative learning experiences and community gatherings. The 1970's Main Building has just completed a major capital works refurbishment and houses the school's administration area, staff lounge, art program, and 16 classrooms for years 1 to 6, The 2019 Gymnasium and Performing Arts Building houses our canteen, music program, basketball court and Outside School Hours Care program.

The students' learning experiences are enriched by our grounds which include the beautiful North Garden, sensory playgrounds, basketball courts and soccer pitch, and nature play areas.

FCPS is one of four schools involved in the Footscray Learning Precinct. This State Government initiative has seen us work collaboratively with the educators from these other schools since 2016 so as to develop a Framework for Student Learning that is research based and strives for excellence in the learning opportunities available to the community. Stage One funding saw the Master Plan developed for the entire FLP, which included plans for the refurbishment of the Peppercorn and Main Buildings at FCPS to allow for greater capacity and to upgrade facilities in accordance with current learning and teaching pedagogy. Stage One funding also delivered the Gymnasium and Performing Arts Building at FCPS and which serves as a shared used facility with the Pilgrim Street Campus of Footscray High School. As a further part of the FLP, an Early Learning Centre has been established on the site next to FCPS and the educators in both settings collaborate to ensure high standards of learning and smooth transitions from the early learning to primary school setting.

We are future making for every child so that they are learning to learn, learning to thrive and learning to contribute.

Vision

Our students will possess the skills, knowledge and ways of thinking that enable them to embrace learning, respond to challenges and thrive as active members of the community.

Values

At Footscray City Primary School we are a diverse and inclusive COMMUNITY who value:

• Taking RESPONSIBILITY for our learning and our impact on our selves, others and our environment.
• Thinking and acting with KINDNESS which means we are friendly towards others and considerate of their feelings.
• Demonstrating RESILIENCE by persisting and being courageous when faced with challenges in our learning and relationships.

Learning and Teaching

The school focuses on the development of student capabilities in literacy and numeracy, believing these are the foundations for learning all areas of curriculum.

The instructional model and instructional strategies implemented in all classroom and specialist programs are based on the research of Robert Marzano, McREL International, Richard and Rebecca Dufour and John Hattie. Focus is placed on all students learning at high levels, educators working collaboratively in Professional Learning Communities and evidence-based practice to ensure growth for every child.

Our Annual Implementation Plan prioritises the building of Excellence in Teaching and Learning, particularly in the areas of `Building Practice Excellence' and `Curriculum Planning and Assessment'. The school places a strong emphasis on leaders operating with a focus on curriculum, instruction and assessment, and we have a range of leadership opportunities including PLTs, Curriculum Priority Areas and Curriculum Coaching of teachers. Our priority is to deliver improved student learning outcomes for every child through personalised learning programs, an orderly environment and the development of a Growth Mindset.

Our Specialist Programs are delivered by teachers specifically trained in their respective fields and with significant experience in the areas of Visual and Performing Arts, Language Learning (Mandarin), Physical Education and STEAM. The Specialist Professional Learning Team work collaboratively as a team and with teachers across the school, ensuring students are exposed to concepts across the learning areas and have the opportunity to access a diverse curriculum.

We also offer a high quality Instrumental Music Program, with students accessing this learning during the school day with highly trained and specialised music educators. Students have the opportunity to work in individual and small group settings, with regular performance presentations to their peers and community members. We have a proven record of this program enhancing the learning, engagement and wellbeing of our students, and contributing to improved learning outcomes across the curriculum.

Community Involvement

The parent community is actively involved in the school and their children's learning. This is in the form of involvement in school council sub-committees, classroom volunteers, maintenance and improvements to facilities and grounds, fundraising and community events such as our bi-annual Art Show (Visual Arts) and Music Concerts (Performing Arts), participating in Curriculum Celebrations and Student Learning Conferences. Teachers and school leaders in our school are committed to supporting community involvement in the school's programs, understanding its contribution to student growth and achievement.

Selection Criteria

SC1 Demonstrated skills and expertise necessary to carry out the responsibilities of the position, including the appropriate qualifications, technical skills, and expertise as relevant to the position eg. registration with the Australian Health Professionals Regulation Agency as a Registered Nurse/endorsed enrolled nurse with experience.

SC2 Demonstrate a high level of written and verbal communication skills and a high level of interpersonal skills, including the capacity to provide advice and support to students, staff, and parents in respect to the work area. Additionally possess the ability to maintain confidentiality and be entrusted with private and sensitive information.

SC3 Demonstrated ability to organise own work, set priorities, meet deadlines, work independently and as part of the broader student administration teams.

SC4 Experience in the delivery and coordination of student and family health and wellbeing services in a school setting.

SC5 Basic computer literacy for the purpose of maintaining records and the ability to learn new systems quickly, if required.

SC6 Demonstrate capacity as a member of a high performing professional learning community to be a global learner and leader, striving to exceed expectations and achieve international standards of excellence

Role

This position is for Wednesday & Thursday each week from 8.30am to 3.30pm.

An earlier commencement date may be negotiated upon request.

Range 4 is distinguished by broader management responsibility, particularly in the areas of finance, human resource and other support functions.Range 4 is responsible for managing a range of functions under a wide range of conditions, subject to the size and complexity of school operations.

Objectives will, generally, be clearly defined; guidelines will be broad and day-to-day direction minimal.Management responsibility extends to ensuring appropriate support levels are maintained across the school.Range 4 generally provides key support and timely advice to the leadership team and school council and liaises with the general school community, the Department and other government agencies and service providers.

Specialised professional roles will carry a high level of independence and accountability where suitable scope is provided to achieve objectives.

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

The daily duties include and are not limited to:

• Ensure students attending First Aid are provided with first aid for accidents and illness;
• Ensure parents/carers contact occurs when necessary;
• Ensure supplies are maintained at all times and all first aid kits are regularly checked and fully resourced;
• Ensure student medical alerts are all current and communicated effectively to staff working with students;
• Record & report first aid visits are outlined in the DET guidelines;
• Administer medication as directed by medical practitioners in accordance with the school policy;
• Where relevant consult with Student Wellbeing Leader and/or senior staff when student welfare concerns arise;
• Ensure first aid room is clean, well organised and maintained according to OH&S standards;
• Liaise with the relevant camp/excursion coordinator and provide up-to-date medical information and summary documentation prior to all camps/excursions;
• Ensure medical officer for each camp/excursion is provided with appropriate medical information and medical kit;
• Arrange the appropriate Professional Learning and maintain records for staff to update First Aid, CPR, asthma, anaphylaxis or other relevant qualifications;
• Review and update existing anaphylaxis policy and practices in consultation with senior staff as per Ministerial Order 706, conducting twice yearly staff briefings required;
• Perform duties as requested by the Principal class.

Who May Apply

Individuals with the aptitude, experience and/or qualifications to fulfil 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 [e-mail]

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:

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:

• 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.
• 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.

Applications close Wednesday 2 December 2026 at 11.59pm