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
Confidence
Respect
Resilience
School Profile
1. Guiding Principles
Since opening in 1957 we have evolved, improved and maintained a reputation for our emphasis on both curriculum and 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.
3. Curriculum
Preston NorthEast 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, Inquiry, Science, Technology, Health & Physical Education and The Arts.
Classroom support is provided in Integration, English as an Additional Language (EAL), 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.
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 DET guidelines and other local initiatives.
4. Facilities
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 Interactive 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 198 students. Students with a language background other than English (EAL) make up 54% of the enrolment. There are 20% Koori Students. The Integration Aides support several integrated students with multicultural aides supporting our EAL students from Vietnamese, Chinese and Arabic speaking communities.
In 2026 the school has 10 classes. The average number of students per class in FND ¿ Year 6 is 20 students.
Staffing Profile: The school in 2026 has a total teaching staff of 18.0 EFT, comprising
6. Future Plans
Curriculum
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 works with other schools to implement the Framework for Improving Student Outcomes (FISO).
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.
Attendance - Monday to Friday 8.50am to 3.20pm
An education support class position at this range will perform tasks that are carried out in accordance with guidelines, accepted practice, and school policy under supervision and direction. This may include coordination of other education support class staff within the work area or educational program.
An education support class position supports the educational services being provided to students but must not include duties of a teacher as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students can be required individually or in groups up to 4 in controlled circumstances and where the responsibility for students remains clearly with a teacher.
Certification and/or qualifications of up to three years can be required at this level (noting that Registered Nurse is not included at this level, the first level for which is Level 1 range 3).
A role at this range may include:
- Specific support tasks to achieve outcomes. Typically, this will involve accountability for a single function, (e.g. ensuring data is properly maintained) or the co-ordination of a work area under the direction of the principal or a manager.
- Assisting teachers, within an educational program, by undertaking specific support tasks or the coordination of the support function.
- Supervised health and wellbeing support tasks, medical intervention support tasks, or other specialised student/teacher support roles (e.g. enrolled nurses performing the role as described in schedule 3). These roles require specific qualifications and/or training, including roles where further training must be undertaken 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.
- 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 would be typical examples.
An education support class position at this range commencing at the base will initially be limited to undertaking routine tasks that are carried out under close supervision and direction. Work that carries some degree of independence will generally involve a limited number of tasks performed on a regular basis where priorities are clear, procedures are well established, and direction is readily available. Subject to any specific qualification and/or training requirement, an education support class employee employed in this range may be progressively required to undertake coordination, specialised student/teacher support tasks, or technical tasks as experience in the role is gained.
Responsibilities may include:
- Provides routine support for teachers including assisting with planning of student routines
- Supports communication between teachers and parents
- Communicates with teachers on routine matters related to students and/or other responsibilities
- Provides basic physical care and wellbeing support for students such as toileting, meals, and lifting
- Communicating with student/s to support comprehension of basic tasks and information
- Addresses immediate behavioural presentations relating to specific students within a classroom setting aligned to school policy and procedure
- Provides basic support and supervision for individuals or groups of up to 4 students within a classroom setting
- Supports teachers in the coordination of educational programs independently or under minimal supervision, including rostering and organising the work of a team of aides, providing routine co-ordination, guidance, and support to other student support staff, liaising with external providers of support services about clearly defined support needs and resources, assisting teachers with the communication of student outcomes and educational programs
- Provides medical intervention support to a student/s, under specific conditions, with appropriate training and guidance
- Provides specialised communication support for students and teachers in areas such as AUSLAN and braille
This position is available to eligible Aboriginal and Torres Strait Islander peoples interested in undertaking the Aspiring Koorie Teachers (AKT) Now program. AKT Now supports candidates to work in Education Support and/or teaching paraprofessional roles while completing formal qualifications. To learn more, visit AKT Now Program.
Candidates participating in the AKT Now program are required to be actively engaged in one of the two study options during their employment:
- Vocational Education Pathway: Candidates must be willing to undertake a Certificate IV in School-Based Education Support course of study.
- Higher Education Pathway: Candidates must already be studying an Initial Teacher Education (ITE) qualification at the level of:
Participants will be employed in a Victorian government school under a fixed-term contract for up to 2-years, receive wrap-around support from cultural mentors to assist with completing their studies.
Eligibility
To be eligible, applicants must:
- Identify as Koorie (Aboriginal and/or Torres Strait Islander).
- Be a Victorian resident.
- Meet the specific requirements for either the Vocational Education or Higher Education pathways as outlined above.
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
- 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
