About our School
Our Vision
Our school community is an engaging and inclusive environment inspired by shared responsibility, collaborative spirit and a continuous commitment to becoming the best version of ourselves.
Our Motto
Together we learn.
Our Values
Respect, resilience, responsibility, reflection.
Our Philosophy
Our school motto is together we learn. The building of a truly successful educational environment is achieved through a partnership: a partnership between the parents, the school, the student and the community. This four-way partnership is central to effective learning and we endeavour to build strong relationships with all stakeholders in the school community.
Our aim is to develop confident and independent learners who take pride in and responsibility for their learning. We personalise the learning of our students to maximise their learning growth, focussing strongly on the development of key literacy and numeracy skills. Equally, we strive to develop the social and emotional capabilities of our students to ensure they are happy, motivated and thriving in school and beyond. We make sure learning is FUN!
Teaching & Learning
In literacy in the Junior School, we adopt `Little Learners Love Literacy¿: A research based Structured Synthetic Phonics in the Early Years and place emphasis on the `Big 6 - Oral Language, Phonemic Awareness, Phonics, Fluency, Vocabulary & Comprehension.
In the Senior School, we build on the foundational skills developed through Little Learners in a systematic program known as PhOrMeS which stands for stands or Phonology, Orthography, Morphology, etymology and Semantics.
In numeracy, emphasis is placed on the Mathematics Proficiencies- Understanding, Fluency, Problem Solving and Reasoning and our teachers provide explicit instruction in the Big Ideas in Mathematics.
Across our curriculum programs, teachers ensure there is ongoing monitoring of student needs to target teaching and a tiered response to intervention and learning enhancement. This is achieved through our Professional Learning Communities (PLC).
Specialist programs at the school include Physical Education, Visual Art, Performing Arts, STEM and AUSLAN.
Learning is a lifelong journey and at Rowellyn Park, our staff are committed to continually developing their practices to ensure they achieve the best possible outcomes for the students.
Student wellbeing
At Rowellyn Park, we follow the school-wide positive behaviour program (SWPBS), based on our co-constructed learning behaviours. Students are part of either the Junior or Senior sub school, with a dedicated Inclusion and Engagement Learning Specialist available to support the wellbeing needs of the students.
Our school is a Berry Street Educational Model (BSEM) school and our staff implement a range of BSEM strategies. The Berry Street Education Model (BSEM) equips both mainstream and specialist schools with practical, classroom-based strategies to increase the engagement of all students, including those with complex, unmet learning needs.
BSEM enables schools to support students¿ self-regulation, relationships and wellbeing to increase student engagement and significantly improve academic achievement.
We have a Year 6 Student leadership team and a Student Representative Council (SRC), with class representatives from across the school. We have a therapy dog named Murphy. Murphy is a black Labrador who loves nothing more than to sit with students when they are feeling vulnerable, for extra support.
School profile and Location
Working within the Northern Peninsula Network, as part of the Bayside Peninsula Area, we are located in the South-Eastern Region and have 781 students enrolled. Within our student cohort, 8% of students consider English as an additional language (EAL) and 1.4% of students identify as Aboriginal or Torres Strait islander.
The staffing profile of Rowellyn Park Primary School includes a Principal, three Assistant Principals, six Learning Specialists, a Leading Teacher and 51.7 full time equivalent (FTE) teaching staff and 18.8 FTE Education Support staff.
The indicative school 2026 Student Family Occupation Education (SFOE) index is 0.4075.
The school's F-10 curriculum framework incorporated the eight learning areas required by The Education and Training Reform Act 2006 aligned with the Victorian Curriculum.
The school provides an accredited Out of School Hours Care Program.
Additional programs include Sports and Athletics, HPV, Pushcarts, Dance, Drama, Choir, Runners, Club and residential outdoor education camps for grades 4-6.
The school' buildings are designed around the perimeter of a central courtyard which includes seating and play areas. The classrooms are structured in pairs to promote team learning, flexible groupings and a collaborative learning environment. Our facilities include a designated, two storey STEM centre, a new state-of-the-art gym and as of 2025, a beautiful library. The school grounds offer a range of outdoor play areas for the students, whilst providing a quiet sensory space during break times.
SC1 Demonstrated capacity to perform duties consistent with established guidelines and frameworks, including coordinating and supporting others in respect to specific work functions relevant to the role.
SC2 Demonstrated capacity to work and collaborate with others in a team environment.
SC3 Demonstrated capacity to communicate effectively in a team environment, including 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 and other school staff in respect to the work area.
SC6 A commitment to professional learning and growth for both self and others.
An OSHC Responsible Person position performs duties in accordance with the National Quality Framework (NQF), Education and Care Services Regulations, service policies, approved provider guidelines, and school procedures under the direction of the OSHC Coordinator or approved manager.
This role is responsible for the safe and effective delivery of daily program operations, supervision of children and staff within approved ratios, and ensuring compliance with health, safety, and child protection standards. This position does not include duties of a teacher as defined under the Education and Training Reform Act 2006 (Vic) or its successor.
The Responsible Person must be present on the floor during program times and is accountable for the supervision and wellbeing of children within their assigned area.
Availability:
This role requires availability across Before School Care, After School Care, and Vacation Care programs, including school holiday periods to ensure consistent supervision and program delivery.
Program Supervision & Operational Support
Supervise children in accordance with approved educator-to-child ratios, ensuring a safe and engaging environment.
Support the implementation of daily program activities, transitions, and routines.
Ensure program areas are prepared, well-resourced, and meet safety and compliance standards.
Monitor and respond to children¿s needs, wellbeing, and behaviour in line with service policies.
Staff Support & Leadership
Provide guidance and support to OSHC educators during program delivery.
Assist in maintaining team performance, adherence to procedures, and positive workplace culture.
Ensure staff are following supervision, safety, and behaviour guidance practices.
Mentor new staff or casual educators as required to maintain consistency of care.
Family Engagement & Professional Service Delivery
Build and maintain professional, respectful relationships with families.
Provide clear, timely communication to parents/guardians regarding children¿s participation, wellbeing, and daily program updates.
Respond professionally to enquiries, feedback, or minor concerns from families, escalating to the Coordinator as required.
Promote a welcoming and inclusive environment for children, families, and visitors.
Compliance, Safety & Child Protection
Ensure health, safety, and wellbeing procedures are followed, including incident response, medication administration, and behaviour guidance.
Maintain awareness of child protection policies and procedures; act in accordance with mandatory reporting requirements.
Monitor and report hazards or risks within program spaces, activities, or excursions.
Uphold all regulatory, NQF, and service standards within the program environment.
Vacation Care & School Holiday Operations
Actively supervise and support Vacation Care activities, excursions, and incursions.
Support operational needs during extended service hours, including staff coverage and floor management.
Maintain consistent supervision and engagement with children during school holiday programs.
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
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
[email protected]
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.
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:
https://www2.education.vic.gov.au/pal/child-safe-standards/policy
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:
https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview
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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
-
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
