Department of Education - Victoria

Sunbury Primary School can trace its origins to 1869 as the first school in the local area. It was relocated in 1999 to Jacksons Hill on the southern boundary of the township of Sunbury, located approximately 35 kilometres northwest of Melbourne, within the city of Hume. 

The school explores a range of classroom structures (i.e. composites) based on cohort enrolments. Specialist programs operate to support school priorities and include The Arts, Physical Education, STEAM, Languages - Japanese and Food Technology as part of the Stephanie Alexander Kitchen Garden Program. To further support student learning the school is involved in various networks with a focus on teaching excellence. The School Family Occupation index of the school is 0.25. 

The school is housed in refurbished, heritage-listed bluestone and weatherboard buildings. Children access school facilities that include traditional classrooms, specialist art and music facilities, library, hall, STEAM Centre and kitchen facilities and an extensive kitchen garden. Landscaped grounds feature historically significant trees. The playground facilities include an oval, soccer field, basketball court, passive recreation areas and play equipment including an industrial playground matched to the different physical and social stages of development. The school has recently completed a capital works project which delivered two additional purpose built buildings that were completed in May 2021.

Teachers work within Professional Learning Communities with a focus on improving student outcomes through collaborative practices, reflection and feedback.  Within the Action Inquiry Cycle teams diagnose student learning needs to plan, implement and evaluate teaching responses to an identified problem of practice. PLCs at Sunbury Primary School are focused on continuous improvement by linking the learning needs of students with the professional learning and practices of teachers. In 2019/2020 Sunbury Primary School was identified as a PLC Link School. Over the past 5 years, team-based coaching is in place to support identified key improvement strategies and is focused on building the capacity of educators and promoting collective efficacy. 

The school has continued to strengthen it's inclusive education and wellbeing processes. The school's Response to Intervention Framework details the supports and strategies identified at each tier, with adjustments documented in Individual Education Plans, Wellbeing Support Plans and/or Behaviour Support Plans in partnership with parents/carers and other support staff and external providers.

Our current staffing profile comprises a Principal and an Assistant Principal. Our Teaching and Learning Leadership Team is comprised of 1 Leading Teacher (Teaching and Learning Coach) and 1 Learning Specialist and PLC Instructional Leaders within each team. Our Wellbeing and Inclusions Team is made up of 1 Inclusions Coordinator, 1 school-based psychologist and 1 Mental Health and Wellbeing Leader. These two teams support our 25 teachers (18.91 EFT), 6 classroom-based Education Support staff, and 6 non-teaching Education Support staff.

 

SC1    Demonstrated knowledge of the relevant curriculum, including the capacity to incorporate the teaching of literacy and numeracy skills. Demonstrated capacity to respond to student learning needs.

SC2    Demonstrated capacity to implement high impact teaching strategies, guided by how students learn, and evaluate the impact of learning and teaching programs on student learning growth. 

SC3    Demonstrated capacity to monitor and assess student learning. Demonstrated capacity to use data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.

SC4    Demonstrated interpersonal and communication skills. Demonstrated capacity to establish and maintain collaborative relationships with students, parents, colleagues and the broader school community to support student learning, wellbeing and engagement.    

SC5    Demonstrated behaviours and attitudes consistent with Department values. Demonstrated capacity to reflect upon practice and engage in professional learning to continually improve the quality of teaching.