William Ruthven Primary School is situated in the northern suburb of Reservoir with an enrolment of 176 students. It is anticipated that the enrolment will grow to around 250 over the coming years. The school community is culturally diverse with 58% of students having a language background other than English.

At William Ruthven Primary School we are committed to providing a learning experience where high expectations and a safe, orderly environment are a part of everyday life. Education is seen as a partnership between home and school. The school helps children develop a capacity for learning and growth that will last a lifetime, to be independent, innovative, rational thinkers who are aware of and tolerant towards the many and varied cultures which make up our community.

We encourage students to see themselves becoming successful, independent, responsible people who will achieve their full potential. This is reflected in the school vision: To develop literate, numerate and curious learners that are enabled and ready for each stage of their education. We endeavour to provide learning experiences that are engaging, relevant, challenging and achievable. Our learning environment encourages each student to be confident and committed to achieving their potential.

The school values of respect, inclusion, curiosity, and excellence (doing your best) are embedded into the school’s ethos. The school provides an innovative, pleasant and caring atmosphere where children gain a sense of social responsibility and discipline with a positive attitude towards learning, teachers, parents, carers and the broader school community.

In 2017, William Ruthven Primary School launched its Breakfast Club program. In 2019, the staff have worked with Teaching Partners as part of the Differentiated Support for School Improvement (DSSI) in the area of reading (2019-2021). The school implements Fountas and Pinnell.

In 2023, the school’s specialist programs are:

• Science/Robotics
• Physical Education
• Visual Arts
• Auslan
• Problem solving

Please visit our website for further information about our school including a virtual tour of the school and a promotional video.

SC1 Demonstrated capacity to deliver of a variety of occupational therapy services for primary school students with a range of disabilities, backgrounds and experiences.  Services encompass assessment, analysis, reporting, individual/group work, education and program delivery advice.

SC2 Demonstrated capacity to participate in, and contribute to, a collaborative team environment including staff, regional student support officers, parents and carers.

SC3 Demonstrated ability to use initiative, reflective practice and prioritisation to plan and manage caseload.

SC4 Demonstrated excellent communication and interpersonal skills including the ability to communicate effectively with a range of professionals, teachers and parents on service delivery.

SC5 Commitment to professional learning and growth including the delivery of professional learning to others.

The Occupational Therapist will fulfil an important support service at William Ruthven Primary School. They will be competent in the provision of occupational therapy services and provide a high level of service to all members of the school community, including educators, parents and external professionals.

The Occupational Therapist will be responsible for the administration and implementation of the occupational therapy program at William Ruthven Primary School. Working as part of a small student wellbeing team, they will support teaching staff with guidance to make necessary adjustments for a range of student needs. They will also support teachers in developing individual learning programs for students, to improve students’ ability to access the curriculum. The role will involve a variety of therapeutic interventions with individuals, as well as support of students in small groups. This will occur both in and out of the classroom. Confidentiality is a vital component of this position.

Guidelines will be broad and day-to-day direction minimal. Management responsibility extends to ensuring appropriate support levels are maintained across the school.

An Educational support 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 individually or in a small group, in controlled circumstances, where the responsibility for students remains clearly with the teacher.

Typical duties include:
The Occupational Therapist provides high level support, addressing the needs of individuals and groups of students. This person works closely with PSD Coordinator and the student wellbeing team, led by the Assistant Principal (student Inclusion and wellbeing).

The Occupational Therapist is required to:
Design, develop and implement Occupational Therapy services for students in classrooms,
Communicate effectively with a range of people, including other allied health staff.
Report to, and provide advice and recommendations to senior management on relevant matters.
Assess and write appropriate reports for the Disability inclusion profiles as required.
Provide occupational therapy consultancy to teachers including support in the development of individual educational programs and classroom management.
Maintain appropriate records and provide written and oral reports as required.
Recommend appropriate equipment according to students needs and liaise with external agencies as appropriate.
Liaise with and educate parents, care givers and staff on student progress and specific therapies and/or equipment.
Prioritise and manage work demands.
Conduct oneself in line with all school and departmental policies and procedures, as well as those outlined by the Australian Health Practitioner Regulation Agency (APHRA) and OT Australia.

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

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).

Aboriginal and/or Torres Strait Islander applicants can contact Brett West, Yamatji man, in the Koorie Outcomes Division to talk about the recruitment process, the Department and supports for Aboriginal and/or Torres Strait Islander people in the Department. Mobile: 0477 726 801 or email on: [email protected]

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:

 Child Safe Standards: Policy | education.vic.gov.au

The Department’s employees commit to upholding DE’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DE’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 DE values is available at:

http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx

Day of work is open to negotiation

• 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.
• Detailed information on all terms and conditions of employment is available on the Department’s Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx