Teacher Special Education ($20K Recruitment Bonus) - Campbell House School
Employment
Full time, Permanent
Subject
Special Education
Sector
Government
Salary range
Closing date
20 May 2026
Posted 7 May 2026
Details look wrong? Report an errorAbout Campbell House School
60
Total students
68%
Boys
32%
Girls
15.3
Teaching FTE
13.5
Non-teaching FTE
890
ICSEA value
9th percentile · Lower SES
29%
EAL/D Background
32%
Indigenous students
Source: ACARA My School data
Campbell House School is a School for Specific Purposes in Glenfield supporting 63 students in Years 7–12 from across South West Sydney, providing intensive learning support for students with diagnosed mental health conditions. The school serves students from low socio-economic backgrounds, with significant representation of Aboriginal and Torres Strait Islander students and those in statutory Out of Home Care, using trauma-informed, strengths-based, and restorative practices to deliver a differentiated curriculum focused on literacy, numeracy, and vocational skills. Small classes and high staff-to-student ratios enable personalised learning pathways, supported by partnerships with the Hilltop Schools, TAFE, local businesses, and community agencies that enhance transition opportunities. The school prioritises growth in literacy and numeracy, high-quality teaching, improved attendance and transitions, and embedding wellbeing practices to help all students thrive.
Role description
Position Information
Campbell House School is a School for Specific Purposes in Glenfield supporting 63 students in Years 7–12 from across South West Sydney. The school provides intensive learning support for students with diagnosed mental health conditions (ILS-MH classification). All students come from low socio-economic backgrounds, with around 20–35% identifying as Aboriginal and/or Torres Strait Islander and 15–32% living in statutory Out of Home Care. Students have normal cognitive ability but require support due to emotional, behavioural, or mental health needs, and many have experienced disrupted schooling.
Through trauma-informed, strengths-based, and restorative practices, the school delivers a differentiated mainstream curriculum focused on literacy, numeracy, and vocational skills. Small classes, high staff-to-student ratios, and access to specialist and wellbeing …