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 have 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 were 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 2023, 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. The projected enrollment for 2024 is 480 students.
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 deliver a variety of occupational therapy interventions with children from Foundation - Year 6, with a wide range of additional needs, backgrounds and experiences.
SC2. Demonstrated ability to work with students who present with complex needs and/or challenging behaviours.
SC3. Demonstrated ability to evaluate programs, interventions, and using your professional experience, provide evidence of outcomes.
SC4. Demonstrated ability to participate effectively in a team environment to develop collaborative working relationships with school staff, families and community members.
SC5. Demonstrated knowledge of Disability Inclusion within a School setting, and an understanding of the Disability Inclusion Profile framework.
The primary role of an Occupational Therapist at Footscray City Primary School is to support students in developing their skills and abilities so they can learn safely and independently at school. The Occupational Therapist is a member of the Inclusion Team responsible for developing and providing a comprehensive and integrated framework to respond to the needs of students and their families. The school prioritises implementing prevention and early intervention strategies through the development of programs, procedures and policies. You will work closely under the leadership of the Inclusion Co-ordinator alongside other allied health staff, teachers, our learning support and wellbeing teams. You will be responsible for assisting the students to access and participate in their school curriculum. The position would best suit an Occupational Therapist who is highly motivated, organised, and passionate, with a can-do attitude to work independently and in a team to meet our school visions.
The Occupational Therapist provides support to classroom staff, including discussion, modelling, and guidance regarding the implementation of recommendations to enhance participation and independence for our students. The Occupational Therapist will complete standardised, observational, screeners and formal assessments.
Services provided by an Occupational Therapist may include (but are not limited to):
- Assessing and analysing students, movement, sensory needs and cognitive and psychosocial skills to determine goals and effective strategies.
- Assessing the school and learning space environments to identify modifications and supports that will improve student safety and promote independence.
- Providing high quality advice and support to the whole school community in the development of programs, procedures and policies.
- Developing, delivering and evaluating occupational therapy intervention to individual students and small groups of students.
- Demonstrating and modelling high quality teaching, learning and wellbeing strategies, which will assist teachers to facilitate a high level of success with student in their learning spaces.
- Providing occupational therapy services to teachers including support in the development of individual educational programs and classroom management strategies.
- Providing professional learning for the school community with a focus on primary prevention strategies and skills in the identification, monitoring, support of students.
- Providing assessments, recommendations and support for disability inclusion profiles.
- Establishing and maintaining links with Student Support Services, relevant community support agencies and school networks, with a view to optimise services available or students that focus on primary prevention, early intervention, and continuity of support.
- Connecting students with outside agencies in cases which are beyond the expertise or resources of the leadership team.
- Maintain appropriate records and provide written and oral reports of a high standard that adhere to occupational therapy guidelines.
- Carrying out other duties as required by the Principal Team.
- Attend SSG (Student Support Group) meetings and disability inclusion profile meetings as required.
An approved tertiary qualification in Occupational Therapy and current registration with AHPRA is mandatory for appointment to this position.
Membership with Occupational Therapy Australia is highly desirable.
Current valid Working With Children Check clearance also required.
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
Whilst advertised as a full-time position, applicants seeking part-time employment are encouraged to apply for this 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.
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.
