Department of Education - Victoria

Mission

At Cranbourne West Primary School our mantra is based on the Berry Street Education Model of ¿unconditional positive regard for everyone¿.  We ensure quality teaching and educational innovation through professional development, effective appraisal, team work, collegiate support and communication. We genuinely accept all children as individuals respecting their needs. We welcome community involvement through the provision of an open, supportive and consultative environment where contributions are recognised and valued. We promote a supportive working environment where we recognise and celebrate the contributions of all staff.

 

Learning Vision

We believe that successful people need to be active global learners who display effective executive functioning skills.

This is achieved through:

• Exhibiting executive functioning skills through our daily organisation
• Readiness to engage in learning
• Ability to transition from one phase of learning to another
• Ability to work individually or collaboratively to solve problems
• Ability to articulate our learning through various media
• Being motivated to do our best and wanting to learn
• Displaying positive behaviours towards others and living the school values;

 

Respect, Trust, Learn, Sense of Humour

Each of our school values is supported by our School Values Booklet distributed to all members of our school community and reinforced as part of our Learning Vision.

 

Environmental Context

Cranbourne West Primary School serves an established residential district in the South Eastern Growth Corridor. It is a medium sized, well-resourced school supported by a dedicated staff and a committed community. School enrolment at the 2024 February census date was 576.2. Our students¿ backgrounds reflect a wide range of cultural diversities including increasing numbers of students from Non-English Speaking Backgrounds. In 2024 our school has an SFO Index of 0.5985 and SFOE Index of 0.5265. As a result of high staff retention and a strong shared leadership vision, the school is able to provide a well-balanced educational program emphasising the development of Literacy, Numeracy, Inquiry and Social Competency skills. The school offers a challenging, comprehensive curriculum using our Instructional models for Literacy; CAFÉ (reading), Talk For Writing (writing) and Numeracy  (maths) within a values rich culture. This ensures staff have a consistent approach to the teaching and learning of these curriculum areas. Our inquiry based model is integrated with our Literacy.  

 

Our commitment to develop a school wide approach to Literacy and Numeracy has been successful with continuous five year growth. An emphasis on social competencies skills and a quiet orderly learning environment has enabled us to focus on our school wide improvement strategies, our collaborative team environment and being able to provide students with learning experiences in their individual Zone of Proximal Development. [ZPD] This has resulted in a differentiated curriculum that provides learning at each child¿s point of need.

 

We encourage students to strive for excellence within their individual potential. Students are encouraged to be independent learners while continuing to `live¿ the school values. We promote student voice within student learning and through our student leaders and SRC. Staff work as collaborative teams (PLCs) to monitor student progress, identify their Zone of Proximal development and plan explicit and targeted learning experiences. Students with additional learning needs are supported with small group intervention programs, including literacy and life skills. The curriculum continues to be enriched by whole school celebrations as well as annual concerts, excursions, in-visits, student choirs, camps and a variety of intra & inter school sporting events. Parents and the wider community are encouraged to be part of the learning process through involvement in all school activities. We have an extensive `volunteer¿ workforce who support students in many ways, ranging from literacy to social and emotional growth.

 

Priority is given to the well-being of both our students and staff. A full time Wellbeing Officer oversees an organised and respected program that acknowledges the rights and responsibilities of all staff and students with particular emphasis on the cultural safety of Aboriginal children and children from culturally and/or linguistically diverse backgrounds as well as children with a disability in accordance with the Disability Discrimination Act 1992. Cranbourne West Primary School is committed to the Child Safe policies and strategies and to the inclusion, safety and well-being of all children in its care. 

 

Cranbourne West is supported by a diligent School Council and an active and committed Parents and Friends Club. The school also continues to foster a strong relationship with the City of Casey through working relationships with local councillors and program staff. The school has an established playgroup, breakfast and brunch club as well as a community events program and Chaplaincy services.