AddressLysterfield Primary School values people and relationships over all else. We believe school culture underpins our successes and create opportunities to build trust and care amongst out school community.
We develop students who are curious about the world around them and confident in their knowledge and skills to be successful in the future.
We are guided by the following principles:
- Children are at the centre of everything we do
- Curiosity and a growth mindset fosters lifelong learning
- Social and emotional learning are important to develop the whole child
- The pursuit of excellence drives personal success
Lysterfield PS is located in a relatively quiet residential area on the outskirts of Melbourne’s eastern suburbs between Rowville and Ferntree Gully. Our enrolment is currently 538. We offer a comprehensive curriculum driven by our values of curiosity, acceptance, resilience, respect and integrity. There is a strong focus on Literacy and Numeracy as well as effective development of the ‘Whole Child’ which includes social and emotional learning and positive mental health. Our programs include:
Curriculum
- Whole school English and Maths programs
- Inquiry learning using the United Nations Sustainable Development Goals
- Visual Arts, Performing Arts, Physical Education, Chinese, STEM
- Intercultural and Ethical Capability
- Personal and Social Capability
- Critical and Creative Thinking
- Head Start program
- Sustainability
Extra-curricular Programs
- Friendology
- Circles—wellbeing program
- Dance Club, Art Club, Choir, Rubrik’s Cube Club, Robotics Club, Sustainability Club
- Sports training and events
- Challengers Program
- Literacy Intervention Program (Macqlit, Levelled Literacy Intervention)
- Prep Buddies
- “I Sea, I Care” Marine Ambassadors program
- Student leadership program
- Student Voice Council
- School Counsellor
Our school values of Curiosity, Acceptance, Respect, Resilience and Integrity are embedded across the school.
There is a wide range of interesting outdoor spaces with shade for students in grounds that have been designed with active and passive areas to cater for the needs of all students. We also have a synthetic turf play area and a soccer ground. The school has the use of the adjacent Lakesfield Reserve for lunchtime and sport activities.
We have developed an inclusive play space in an area which is utilised by students across all year levels. We promote student wellbeing through programmes such as: Resilience, Rights and Respectful Relationships, Values, Restorative Practices, Student Leadership, Friendology and the PERMAH framework. Our student leaders across the school have a strong sense of community and take responsibility for assemblies, Circles groups and many other leadership opportunities.
We offer specialist classes in Visual Arts, Performing Arts, Mandarin, STEM and Physical Education. We also have literacy support and intervention teachers for Junior, Middle and Senior school students. We currently have 38 teaching staff and 12 non-teaching staff, including administration and integration aides/first aid assistants.
We have an active and engaged parent community that supports the school through fundraising, support with student activities and being actively engaged with their child’s education. We have a strong commitment to professional learning for staff and encouraging leadership growth at all stages of a staff members career.
Our staff are committed to improving student outcomes through working in cohesive and collaborative level teams and ensuring our students are fully engaged with their learning.
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 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.
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 *** or email on: **********@education.vic.gov.au
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
The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx
