AddressFootscray City Primary School (FCPS) is a Foundation to year 6 school established in 1877 in the inner west suburb of Footscray, in the City of Maribyrnong, seven kilometres from central Melbourne. The school is located next to the City of Maribyrnong Council Offices and is four hundred meters south of the Footscray railway station. We are also a campus for the Western English Language School (WELS).
The school's history is reflected in its four buildings. The original 1877 Bluestone Building is now used for the Instrumental and Ensemble Music Program and the allocation of classroom spaces for the WELS. The 1910 brick building houses six classrooms and a large central area that allows for collaborative learning experiences and community gatherings. The 1970 brick building is currently undergoing refurbishment via an extensive capital works program funded by Victorian Government which will be completed later this year, and houses the school's administration area, staff room, art program, and 21 teaching spaces, and finally, the 2019 Gymnasium and Performing Arts Building comprising basketball court, canteen, multi-purpose room and music teaching space.
The school grounds currently have two main playground areas, a synthetic grass soccer field, active use garden areas, sandpits and asphalt hard-court space for basketball, bat-tennis, and volleyball. In 2019 we opened the Gymnasium and Performing Arts Building, funded as part of the State Government's Footscray Learning Precinct. We succesfully submitted grant applications to enable further improvement to our grounds, including the introduction of sensory playgrounds, nature play areas and the installation of solar panels on the expansive Gymnasium roof.
A total of 474 students are enrolled at this school in 2024. The Student Family Occupation and Education index takes into account parents' occupations and education and this is then used by the DET to determine our Equity funding. For 2024, our Student Family Occupation and Education Index (SFOE) was categorised as HIGH.
With a growing local population, the school has come under enrolment pressure and is implementing priority placement order. This sees us enroll children for whom we are their designated neighbourhood school and those who have a sibling already enrolled in the school and who resides at the same address. All other enrolments are placed on a waitlist and if spaces are available, we enroll children whose address is the next closest to our designated neighbourhood boundary.
FCPS is one of four schools involved in the Footscray Learning Precinct. This State Government initiative has seen us work collaboratively with the educators from these other schools since 2016 so as to develop a Framework for Student Learning that is research based and strives for excellence in the learning opportunities available to the community. Stage One funding saw the Master Plan developed for the entire FLP, which includes plans for the refurbishment of the Peppercorn and Main Buildings at FCPS to allow for greater capacity and to upgrade facilities in accordance with current learning and teaching pedagogy. Stage One funding also delivered the Gymnasium and Performing Arts Building at FCPS and which will be a shared used facility when the Pilgrim Street Campus of Footscray High School opens in 2021. As a further part of the FLP, funding has been allocated for an Early Learning Centre on the site next to FCPS with the expectation that the educators in both settings will collaborate to ensure high standards of learning and smooth transitions from the early learning to primary school setting.
Mission
We are future making for every child so that they are learning to learn, learning to thrive and learning to contribute.
Vision
Our students will possess the skills, knowledge and ways of thinking that enable them to embrace learning, respond to challenges and thrive as active members of the community.
Values
At Footscray City Primary School we are a diverse and inclusive COMMUNITY who value:
- Taking RESPONSIBILITY for our learning and our impact on our selves, others and our environment.
- Thinking and acting with KINDNESS which means we are friendly towards others and considerate of their feelings.
- Demonstrating RESILIENCE by persisting and being courageous when faced with challenges in our learning and relationships.
Learning and Teaching
The school focuses on the development of student capabilities in literacy and numeracy, believing these are the foundations for learning all areas of curriculum.
The instructional model and instructional strategies implemented in all classroom and specialist programs are based on the research of Robert Marzano, McREL International, Richard and Rebecca Dufour and John Hattie. Focus is placed on all students learning at high levels, educators working collaboratively in Professional Learning Communities and evidence-based practice to ensure growth for every child.
Our Annual Implementation Plan prioritises the building of Excellence in Teaching and Learning, particularly in the areas of `Building Practice Excellence' and `Curriculum Planning and Assessment'. The school places a strong emphasis on leaders operating with a focus on curriculum, instruction and assessment, and we have a range of leadership opportunities including PLTs, Curriculum Priority Areas and Curriculum Coaching of teachers. Our priority is to deliver improved student learning outcomes for every child through personalised learning programs, an orderly environment and the development of a Growth Mindset.
Our Specialist Programs are delivered by teachers specifically trained in their respective fields and with significant experience in the areas of Visual and Performing Arts, Language Learning (Mandarin) and Physical Education. The Specialist Professional Learning Team work collaboratively as a team and with teachers across the school, ensuring students are exposed to concepts across the learning areas and have the opportunity to access a diverse curriculum.
We also offer a high quality Instrumental Music Program, with students accessing this learning during the school day with highly trained and specialised music educators. Students have the opportunity to work in individual and small group settings, with regular performance presentations to their peers and community members. We have a proven record of this program enhancing the learning, engagement and wellbeing of our students, and contributing to improved learning outcomes across the curriculum.
Community Involvement
The parent community is actively involved in the school and their children's learning. This is in the form of involvement in school council sub committees, classroom volunteers, maintenance and improvements to facilities and grounds, fundraising and community events such as our Bi-annual Art Show (Visual Arts) and Big Day Out (Performing Arts), participating in Curriculum Celebrations and Student Learning Conferences. Teachers and school leaders in our school are committed to supporting community involvement in the school's programs, understanding its contribution to student growth and achievement.
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.
This position is part-time at 22.80 hours per week (0.6 FTE) however applicants seeking a higher time fraction are also encouraged to apply.
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.
- 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
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
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.
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).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via *******@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:
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
Please ensure that your application includes:
- a resume including relevant experience as well as personal details (name, address and contact numbers, business and home)
- a section addressing the selection criteria and the requirements for application under the Who May Apply section
- names and contact numbers (telephone and email if possible) of two referees
Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.
This vacancy is specifically linked to Student Support Funding and is ongoing. If the funding reduces or ceases during the first seven years of employment, employment may cease subject to the provision of at least 12 weeks’ notice.
