Preston North East Primary Sch - Preston, VIC
School Motto - “Learning and growing together”Purpose
To provide a caring and challenging learning environment that equips children with the necessary skills to become valued members of the community.Values
- Individual excellence
1. Guiding Principles
Since opening in 1957 we have evolved, improved and maintained a fine reputation for curriculum initiatives with an emphasis on student welfare. The school aims to provide a happy, secure and supportive environment where decision making, problem solving, critical thinking and environmental issues are developed as children become responsible for their learning.
The school procedures and practices are based on:
- An open and consultative management approach that promotes shared problem solving, task assessment and action appraisal.
- Clearly stated policies and programs that reflect current initiatives and have stated obtainable goals.
- A commitment to the development of an ongoing quality learning environment that develops skills, recognises abilities and celebrates achievement.
- Environmentally sound attitudes and habits that reflect an understanding of the world around us.
Students are valued and encouraged to develop pride and respect for their school, parents and the community. Leadership programs are offered in a variety of areas, which enable students to develop sound skills for future needs. The staff is committed to developing the school’s ethos and work as a team in following the school’s long term plans.
2. Location and Environment
Primary School No 4764 Preston North East is situated close to Northland Shopping Centre, public transport and parks, at the corner of Laurel and Tyler Streets in East Preston. Plenty Road lies to the north, Murray Road to the south, with Albert Street to the west. Darebin Creek is an important natural boundary to the east.
The school has an extensive catchment area which covers parts of Preston, Reservoir and Heidelberg.
Preston North East Primary School offers a challenging and comprehensive curriculum that equips children with the necessary skills and knowledge to become well-adjusted adults and contributing members of the community.
The school maintains an extensive curriculum in the areas of English, Mathematics, LOTE – Italian, Studies of Society & the Environment, Science, Technology, Health & Physical Education and The Arts.
Classroom support is provided in Integration, English as a Second Language (ESL), Reading Intervention, and the school Prep Transition Program – School Readiness. Students also access inter-school sport, camping and a variety of excursions.
The school caters for newly arrived students through exemplary programs that have been established in the areas of EAL and a Language School outposting, which supports First Phase English Learners. The school has an English Outpost Program.
The school is committed to fostering well established links with neighbouring educational settings with staff cooperating closely to ensure that curriculum continuity, shared resourcing and transition arrangements are well developed.
School Council plays an active role in school plans, implementing DEECD guidelines and other local initiatives.
Preston North East provides a wide range of facilities, both educational and recreational, that are utilised by the school and its community. The school grounds are highlighted by extensive synthetic soccer field, running track and play areas; award winning gardens; security-fenced safe playing area; basketball courts and new playground equipment. Shade sails reflect the school’s commitment to Sunsmart practices. Information & Communication Technology continues to be a high priority with networked computers in classrooms. An emphasis is placed on current technology with all classrooms having Inactive White Boards. Students also access numerous netbooks and Ipads. Other facilities include canteen, hall, art room, and library, facilities for the disabled, outdoor sporting facilities and staff car park.
5. School Structure/Organisation
Preston North East has a current enrolment of 380 students. Students with a language background other than English (EAL) make up 70% of the enrolment. There are 11% Koori Students. The Integration Aides support several integrated students with multicultural aides supporting our EAL students from Vietnamese, Chinese and Arabic speaking communities.
Currently the school comprises 17 classes. The average number of students per class in Prep – Year 6 is 22 students.
Staffing Profile: The school in 2017 has a total teaching staff of 27.8 EFT, comprising
- 17 classroom teachers, 1 Assistant Principal and 1 Principal;
- 1 Early Years Coordinator and Literacy Intervention teacher.
- 5.5 Specialists and Support Staff.
- 2 administrative support staff.
6. Future Plans
The school belongs to the Yarra Darebin cluster of schools. We feel confident and excited about developing staff that are better equipped to deal with improving educational outcomes and believe that this will make a considerable difference in raising academic achievements. The school is working in the Powerful Learning Project with the aim of improving teacher performance and student outcomes.
Planting out newly developed areas and maintaining the excellent facilities at the school.
SC1 Demonstrated experience and skills in coordinating a specific education support function.
SC2 Demonstrated capacity to supervise the work of other support staff and to develop procedures and guidelines relating to the work area.
SC3 Demonstrated 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 in respect to the work area.
SC6 Demonstrated commitment to professional learning and growth for both self and others.
RoleAttendance required Monday to Friday 7am-9.45am and 3pm-6.15pm plus an additional 5 hours per fortnight for shopping, administration etc.
Performs and/or supervises tasks that are carried out in accordance with guidelines, accepted practice and school policy. This may include the supervision and coordination of other education support class staff within the work area or educational program. Supervision and coordination would be limited to ensuring routine tasks are performed to required standards. Input into identifying training needs and development of education support class staff within the work area or educational program becomes an important feature at range 2.
Specialised support to achieve specific outcomes is a feature of range 2. Typically this will involve accountability for a single function, (e.g. ensuring data is properly maintained) or the operation of a work area (e.g. managing the day to day operation of a school office) under the direction of the principal or another senior manager.
Provides support to teachers and students that is beyond the routine support provided at education support class Level 1, range 1. Within an educational program assists teachers with the coordination of the support function, such as directing/organising the work of other support staff or providing a specialist support role.
Undertakes medical intervention support tasks or other specialised student/teacher support roles that require specific training that must be updated 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.
Performs 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 laboratories would be typical examples.
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.
Who May Apply
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
EEO AND OHS Commitment
The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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.
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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx
Minimum Cert III of Childrens Services
Level 2 First Aid
Current WWCC card
Asthma, Anaphylaxis and Child Protection Training Certificates
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 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