About MCS

Principal’s Welcome

Welcome to Malvern Central School; a unique multi-campus school with a long, rich history of excellence and an exciting narrative for the future.

I proudly lead this school with a strong and unrelenting commitment to ensuring each of our students reach their fullest potential. This, I enable through a culture of high expectation coupled with a solid focus on a well-rounded, holistic approach to social, physical, and academic development of each of our children.

As your child takes their journey through the school years at Malvern Central School, they will receive more than just a great education. Students are offered a rich, diverse and stimulating range of opportunities that will spark their creative interest, inspire them and encourage them to be life-long learners. We empower them to achieve this through a rigorous, rich and relevant curriculum, which is designed to challenge all students and provide them with the skills and understandings they will require to flourish in our school and as global citizens into the future. They engage in this curriculum in a contemporary and technology-rich environment, reflective of the world in which we live.

This journey begins in Foundation, where your child will be introduced to school life by caring and dynamic teachers. They endeavour to support your child in every way as they enter this exciting new stage of their lives. This first year of school is an important year and we recognise you feel this way too. There are numerous social activities, school events, parent clubs and learning assistance opportunities for parents and families to engage in. We recognise the importance of sharing the learning journey with you and welcome a strong partnership between school and home that helps your child to reach their full potential.

I hope to forge a strong relationship with you as you become an integral part of our wonderful school community. Our website houses extensive information about the school and our programs and I encourage you to investigate this further. I extend an invitation for you to tour the school and meet with me personally if you wish. I have an open door policy and enjoy the opportunity to meet with parents, students and families.

Imogen Lippiatt

School Leadership

Imogen Lippiatt


Grant Durham

Assistant Principal


Administration Staff

Jan West


Denise Miles


Jane Frecheville


Tara Norton

Business Manager

Homeroom Teachers


Foundation A
Mel Matherson 

Foundation B
Danielle Wangman (Level Coordinator)

Foundation C
Belinda Hartung

Foundation D
Josi Bruce (Level Coordinator)

Year 1

Liz Regan (Learning Specialist)

Matilda O’Brien

Anne Spengler (Level Coordinator)


Year 2

Zoe Smail (Level Coordinator)

Shaun Beattie

Mhairi Kennedy

Year 3

Chelsea Lewis 

Sally Haddow (Level Coordinator)

Anna Broder

Year 4

Stella Tzimokas (Level Coordinator))

Joanna Crowther (Leading Teacher)

Guillaume Desmons


Year 5

Louise Seah (Level Coordinator)

Shona Dubbeld/Dora Vlachos


Ryan Bowden


Year 6

Amanda Oliver (Level Coordinator)

Jamie Lawry

Specialist Program Teachers

LOTE – Japanese
Holly Ho

Performing Arts
Cheryl Newton (Team Coordinator)

Physical Education
Adrian Stepnell

Visual Arts
Pam Reitman

Literacy Support

Kelly Cutler (F-2)

Courtney Howard (3-6)


School Profile

Malvern Central School is located in Malvern, in the City of Stonnington. Established in 1875, the School has built its own unique identity in the local and wider community. The School has 2 campuses :

  • Park Street – Foundation to Year 2; and
  • Spring Road: Year 3 – Year 6.

The Malvern Gardens are located between the two campuses enabling our students and teachers to access an expanded space for learning, play and physical education. There are currently 450 students enrolled, predominantly from an English speaking background. However, our School is enjoying an increasingly diverse school community.

The School is organised into straight year levels and is contemporary in its approach to educating our students who learn in an environment that is conducive to preparing them for a rapidly changing world that demands technological capacity and intelligence, heightened interpersonal skills, significant emotional intelligence, resiliency and strong literacy and numeracy skills. Teams of teachers plan together, instruct, assess, and moderate student work, then feedback to students to support personalising their learning. Teacher quality is crucial for optimal student outcomes and so our energies are directed towards coaching and capacity building of our teaching staff.

All learning spaces have a range of digital devices including interactive whiteboards, notebook computers, desktop computers and iPads. The School also offers a range of engaging activities to its students including camps from Year 2 to Year 6, excursions and incursions, a school theatre production, a coding club, a chess club, dancing and a learn to swim program.

The school is particularly proud of its progressive approach to educating students for the 21st century. The school leadership and staff of professional educators are intentional and purposeful in pursuing the optimal learning experiences for each student and as such, seek to provide all children with instruction that is personalised, contemporary, research-based, evidence-based and technologically rich.

Vision & Values


Creating independent, collaborative and contemporary thinkers with a passion for learning who make positive contributions as global citizens in an ever changing world



  • We act at all times in a responsible and ethical manner.
  • We are truthful, honest and caring.
  • We ensure that the classroom and the school environment is positive, safe, caring and purposeful.


  • We value and appreciate the strengths and skills of ourselves and others.
  • We speak, act and treat others fairly and equally irrespective of individual differences.
  • We treat all members of the school community equitably, justly and with kindness.
  • We engage parents, carers and the broader community and acknowledge the vital role they play in supporting successful learning outcomes for all students.
  • We learn from others and share our ideas.


  • We use evidence to reflect on how effective our practice is and look beyond what we currently do to identify best practice through research.
  • We foster creativity and deep level learning to transfer our understandings, skills and knowledge from one context to another.
  • We use technology to enhance our learning.
  • We create contemporary and flexible learning spaces that support and inspire learning opportunities both individually and collaboratively.


  • We foster a social responsibility both locally and globally.
  • We foster a positive and inclusive culture based on healthy relationships between all members of the school community.
  • We provide students with a safe, supportive and inclusive learning environment, where the risk of harm is minimised and students feel physically and emotionally secure.
  • We foster high standards of behaviour based on school values.


  • We are committed to continual improvement of learning.
  • We strive to develop a deep understanding of our strengths and capabilities.
  • We are risk-takers and agents of our own learning through constantly being challenged by creative learning activities.

Child Safe Standards

As part of the Victorian Government’s commitment to implementing the recommendations of the Betrayal of Trust report, there is a new regulatory landscape surrounding child safety, underpinned by new Child Safe Standards.

The Child Safe Standards are compulsory minimum standards for all Victorian schools, to ensure they are well prepared to protect children from abuse and neglect. They strengthen existing approaches to preventing and responding to child abuse and aim to create a culture where protecting children from abuse is part of everyday thinking and practice.

​To create and maintain a child safe organisation, all Victorian schools must comply with Ministerial Order No. 870 – Child Safe Standards, which came into effect 1 August 2016.

Malvern Central School is required to adopt the Victorian Government’s Child Safety Code of Conduct. This Code of Conduct aims to protect children and reduce any opportunities for child abuse or harm to occur. It also assists school staff to understand how to avoid or better manage risky behaviours and situations. It is intended to complement child protection legislation, school policies and procedures and professional standards, codes or ethics as these apply to staff and other personnel.


Code of Conduct



We would like to remind all staff and members of the school community that Malvern Central School operates under the Child Safe Standards at all times.



A New State School

Malvern’s first state school No. 1604 originated from the school at St George’s Church. Classes were also held in the Court House until 1874, when a new two-roomed school was built on the reserve in Spring Road. The Spring Road School grew rapidly, as new urban settlers populated the district. Later expansion in the east of the study area during the inter-war period brought increasing demands for new schools to ease overcrowding in existing schools. Considerable campaigning by local communities was necessary before the State Government addressed the backlog. The Park Street infant school was opened in 1915 and central classes to year 8 were established in 1926. The following year, 1196 students were enrolled.

Central schools were the State Government’s way of compensating for the lack of a state secondary education system. They provided education to the equivalent of years seven and eight classes so that children could be educated up to the age of fourteen in the state system. Students were awarded the Merit Certificate on successful completion of year eight. Most central schools in Victoria were gradually phased out after the introduction of state secondary schools, but some remained in the study area for a particular purpose. An important role of central schools in the study area was as feeder schools for Melbourne’s two prestigious state high schools, which commenced at year nine – Melbourne High for boys and MacRobertson Girls’ High in South Melbourne. In 2014 due to the complexities of different funding and demands of a Secondary school, Malvern Central School became a Foundation to Year 6 only school, but keeping its name as a reminder of its rich and varied history amongst the community.

Reports and Plans

The School Strategic Plan is the school’s statement to its community about what it stands for and what it intends to do over the next four years to improve student outcomes. It defines what the school values most and sets out the school’s direction, its goals, targets and key strategies for improvement.

The ACHIEVEMENT GOAL of our current School Strategic Plan is to ensure excellence in teaching and learning through:

  • a focus on improved numeracy outcomes
  • a focus on improved spelling outcomes

The ENGAGEMENT GOAL is to provide a positive climate for learning by explicitly planning to:

  • promote confident, collaborative and creative learners who connect in a globalised world.
  • build persistent and resilient students through, student agency and the development of character strengths

The WELLBEING GOAL will be achieved through the Positive Education program by continuing consistent and targeted development of student social and personal capabilities. The school will develop students who demonstrate positive, resilient and self-regulating behaviours.

MSC Strategic Plan 2016 – 2019

The Annual Implementation Plan outlines how the strategic plan will be implemented, monitored and evaluated. The plan also contains the goals and targets from the school strategic plan, breaking these down into 12-month targets, which are smaller steps towards achieving the broader targets. The annual implementation plan is reported on in the school’s annual report.

School Annual Implementation Plan 2019

The Annual Report provides the community with information about the school’s performance in implementing their improvement strategies and how the school’s resources have been used.  It is the school council’s responsibility to report annually to the school community about the school’s progress.

Annual Report 2018